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World’s Conference 
Young Men’s Christian Association 
Helsingfors, Finland 
August 1-6, 1926 


DISCUSSION OUTLINES 
FOR USE IN A PRELIMINARY 
STUDY INTO PROBLEMS 
AND ATTITUDES 
OF BOYS AND 
YOUNG MEN 


“he National Council of the 
Young Men’s Christian Associations 
of the United States of America 
New York 


eS 


Additional Copies 


of these Outlines may be had from 


I. B. Ruopes, 
347 Madison Ave., New York City 





Complete sets... . Gece eee $ .75 each 


“ce 


Single outlines. 209. aera .1O 


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TABLE OF CONTENTS 
Outlines for Use With Boys (12-14, 15-17 years of age) 


OUTLINE 


Or 


6. 


10. 
A: 


12, 
13. 
14, 


15. 
16. 
Lis 
18. 


19. 


20. 


ProcepurE For Brcrnnrnc Work Wir A Group (Boys 12-14 and 15717 and young men 
18-25). 


Tue Homes or Boys (Boys 12-14 and 15-17). 
Boys AND THE CHurRCH (Boys 12-14 and 15-17). 


Boys AND Scuoou (Boys 12-14 and 15-17). (The Outline, “When Is Further Education 
for Young Men Worth While?” may also be used for boys 15-17). 


How Mvucu Work SuHouL A Boy Do? (Boys 12-14 and 15-17). 
How Mucu SHou. A Boy Puiay? (Boys 12-14 and 15-17). 


PATRIOTISM AND YOUNGER Boys (Boys 12-14). (For boys 15-17 see outline on “The Goy- 
ernment and Young Men’’). 

How Boys 41.0 Youne MEN May Finp Out WHat To REap (Boys 12-14, 15-17 and young 
men 18-25). 

Worsuip Amone Boys anp YouneG MEN (Boys 15-17 and young men 18-25). 

From Wuart Sourcess Do Boys Get THe Earry Ineas ABpaut SEx? (Boys 12-14). 


Wuat ARE THE RIGHT PRACTICES IN THE RELATIONS OF Boys AND Girts? (Boys 15-17 and 
young men 18-25). 

Boys AND RacrE FEEtrNe (Boys 15-17). (Use Outline “Young Men and Race Feeling” 
No. 19). 

Race REiLAtTions in INpustry (Boys 15-17). (Use Outline for young men, “Race Rela- 
tions in Industry” No. 20). 


Outlines for Use With Young Men (18-25 years of age) 
PROCEDURE FoR BEGINNING Work wiTtH A Group (Young men 18-25). (Use same outhne 
as for Boys). 
Younc MEN Aanp THE Home (Young men 18-25). 
YounG MEN AND THE CuHurRCH (Young men 18-25). 


WHEN Is F'urTHER EpucaTION For 4 YoUNG Man WortH Wuue? (Boys 15-17 and young 
men 18-25). 


How May Youne Men Make THE Most or ScHoor and CoLLEGE? ( Young men 18-25). 
Youne MEN anv THEIR Work (Young men 18-25). 

Wuat PLacE SHOULD RECREATION Have IN THE Lire or YounG MEn? ( Young men 18-25). 
THE GovERNMENT AND Younc MEN (Boys 15-17 and young men 18-25). 


How May Youne MEN Finp Our Wuart To Reap? (Use same outline as for boys, “How 
Boys and Young Men May Find Out What to Read” No. 8). 


WorsHip AmMonc YounG MEN (Use same outline as for boys, “Worship Among Boys and 
Young Men” No. 9). 


Waat ARE THE Ricut Practicks IN THE RELATIONS OF YOUNG MEN AND YounNG WomeEN? 
(Young men 18-25). (Use same outline as for boys, “What Are the Right Practices 
in the Relations of Boys and Girls?” No. 11). 


Younc MEN anpD Racer Feetrne (Boys 15-17 and young men 18-25). 


Race RELATIONS IN INDusTRY (Boys 15-17 and young men 18-25). 


CHAIRMEN PROMOTION COMMITTEES 


I. B. Ruopves, General Chairman, 


347 Madison Avenue, New York City. 


Eastern Recion—H. T. Baker, 347 Madison Avenue, New York City. 


SouTHERN Reeion—C, B. Loomis, 412 Palmer Building, Atlanta, Ga. 





CrentraL Recion—E. W. Brandenburg, 19 South LaSalle Street, Chicago, III. 
WesterN Reeron—Leonard Paulson, 1305 Chemical Building, St. Louis, Mo. 
Paciric Reaion—Ralph Cole, 715 S. Hope Street, Los Angeles, Cal. 


Paciric Region—Lester Adams, Fourth Avenue and Madison Street, Seattle, Wash. 


For information regarding the organization of discussion groups, 
address the chairman of your region. 


Reports of the work of discussion groups should be sent to R. L. Ewing, 
347 Madison Avenue, New York City. 


These outlines were prepared by the following: 


EDITORIAL COMMITTEE 


R. L. Ewine, Chairman 


IeB 2 Rhodes ’ A. G. Bookwalter S. Wirt Wiley 
J. A. Urice Bruno Laskar Dr. John Brown 
Frederick Harris C. H. Tobias - W.F. Hirsch 
A. J. Gregg A. S. Reed A. B. Nicholls 
E. C. Carter R. C. Shoemaker E. C. Jenkins 
C. C. Robinson S. M. Keeny George Irving 


The results and reports of the discussion groups will be summarized and interpreted by the following: 


COMMITTEE ON INTERPRETATION AND 
REPORT 


R. L. Ewine, Chairman. 


Extcutive EprroriaL Group: 
A. J. Gregg 
W. H. Dewar 
E. C. Carter 
CAH Blebias 


ApDVIsoRY GRovuP: ConsuLTInG Grove (by correspondence ) 
A. G. Knebel E. Ts Heald F. C. Freeman G. E. Goss 
Avie eed R. G. Goodman J Wea Pontins L. C. Haworth 
R. L. Cheney D. G. Latshaw He VWeeb eirce Chas. W. Gilkey 
A. B. Nicholls C. D. Hurrey E. W. Brandenburg Ray Culver 
H. T. Baker E. C.- Foster - George Irving A. Bruce Curry 
C. B. Loomis A. W. Hanson Frank Ritchie Dr. John Hope 
C. A. Coburn E. L. Saxton Pt Lo ester Kirby Page 


THE WORLD’S CONFERENCE 


The first World’s Conference of the Y. M. C. A. since 
‘1913 is to be held at Helsingfors, Finland, August 1-6, 
1926. The Committee of Arrangements has decided upon a 
type of conference somewhat unlike the previous gatherings 
of the World’s Alliance. Instead of the more formal pro- 
gram devoted largely to addresses and papers, the effort is 
being made to insure that the Helsingfors program, while 
including a few prophetic and inspiring messages by out- 
standing leaders of youth, be a real conferring together, 
both of the fifteen hundred delegates, and equally a real 
conferring together of hundreds of Association members 
throughout the world who will not be able to go to Finland. 

Helsingfors is to be one event in a search beginning im- 
mediately and continuing through the conference into the 
following years. This search has been defined as “an in- 
quiry as to the Christian way of life in personal, social and 
international affairs.” A commission of the World’s Com- 
mittee will endeavor to evaluate the work of the inquiry, 
but the main process will be valid only in so far as it is 
carried out by groups of boys and young men inside (and 
outside) of the Association throughout the world. The fol- 
lowing outlines have been prepared through a process of 


experimentation to serve as tools for groups to be formed 
under Y. M. C. A. auspices. They are based on the assump- 
tion that sometimes boys and young men cannot give in 
ready and offhand fashion a clear answer to questions about 
their attitudes or interests or problems, but that out 6f the 
give-and-take group discussion and under he guidance of: 
a leader, they can come to see these more clearly. The 
basis of the whole inquiry must be a nation-wide and eventu- 
ally a world-wide study in local groups of the question 
“YoutuH Facinc THE WorLD.”’ 

A picture of the problems and perplexities which boys 
and young men everywhere are actually facing can only 
be accurate if hundreds of groups cooperate in making a 
first-hand study. 

Some of the outlines are adapted for both boys and young 
men; others will be more suitable for one group or the 
other. Local experiment will be most helpful in ‘determin- 
ing this. Each person receiving these outlines is asked to 
use one or more of them with a group either of boys or 
young men and to report the results. Such reports should 
be addressed, ‘‘The Helsingfors Inquiry,” and sent to R. L. 
Ewing, 347 Madison Avenue, New York City. 


CHOICE OF DELEGATES 


As Helsingfors is to be something more than an ordinary 
convention, the Conference Committee is asking all National 
Councils to choose the delegates with unusual care. It is 
hoped that as far as possible delegates may be selected by 
the autumn or winter of 1925 so that each may prepare 
for the conference by actually leading discussion groups 
of boys or young men, using such outlines as these. Dele- 
gates who have not had this preliminary preparation will 
be at such a disadvantage that it is recommended that the 


Ld 


National Councils give preference to those who have par- 


‘ticipated actively in these discussions and the studies for 


The Committee has also de- 
cided to ask the National Councils to insure that a propor- 
tion of each delegation should be under twenty years of 
age. It is, of course, expected that such also would be 
selected on the basis of their participation in local group 
studies preparatory to the conference. 


which the conference calls. 


YOUTH FACING THE WORLD 


Clearly, those who planned for the Helsingfors Con- 
ference had in mind that there should be presented in that 
gathering an authentic picture of the attitudes of boys and 
young men over the world as they face the concrete prob- 
lems of this generation. “Youth Facing the World” is in 
itself a thrilling title which calls up in the mind, as by 
magic, the great issues that are bewildering and. acutely 
troubling mankind. It is hard to conceive of a more appro- 
priate quest for the Young Men’s Christian Association than 
this search for the real soul struggles of youth. Pursued 
with open mind, scientific precision, and true moral pas- 
sion, this quest should lead us to results upon which a much 
more intelligent and effective program may be safely 
erected. Such results should be of great service, not only 
to local Associations in the conduct of their daily enter- 
prises, but also to national movements. dominated by a de- 
sire to serve each other, a desire to make all Association 
experience available for use in every part of the world. 

Such a survey will be not only unservicable but perhaps 
actually harmful if it be but a digest of traditional opinions. 
The danger that it will sink to this level is probably more 
threatening in highly developed mo ements than in those 


whose habits are in process of formation; because the spe- 
cialized and prosperous organization through its very 
success is liable to regard some things as “settled.” The 
conditions of life everywhere are changing under the in- 
fluence of new forces or old forces whose strength has been 
renewed. Under such circumstances it is not the part of 
wisdom to “assume that any significant attitude remains 
unchanged. It is time, indeed, that there should be applied 
to all who have elected to devote their best energies to the 
highest interests of youth some such stimulus as preparation 
for Helsingfors. It demands a restudy of the needs of 
boys and young men and of the program to meet those 
needs. 


Expert Opinion Insufficient. 


Something more is required than a mere collection of ex- 
pert opinion. If our survey begins and ends with secre- 
taries and leading laymen, the result will represent less the 
attitude of boys and young men than the hopes and fears” 
for youth that dominate the hearts of mature leaders. In 
the production of such a composite opinion,. it is fairly 
certain that individuals possessed of the gift of facile ex- 


pression anu those whose interests are primarily intellectual 
would carry undue weight. Men of action would be meag- 
erly represented and the rank and file would hardly appear 
at all. The attitudé of non-Christian groups, particularly 
those which are hostile, would be unlikely to secure a fair 
presentation. All indirect interpretation is reflected through 
prejudices of which it is well-nigh impossible to divest 
ourselves; and personal purposes, in exact proportion as 
they are vital and sincere, tend inevitably to deflect the 
reporting of facts subjected to a ‘casual investigation. There 
would be much of interest and real value in an analysis of 
the collected opinions of our leaders, of the impressions 
made upon professionals by the life of youth; but this 
would not serve the high purpose of Helsingfors. 


There seem to be at least three courses which appear to 
lead toward the truth: 


1. We must discover the particular movements that are 
today attracting the loyalty of boys and young men. 


2. We must study those formal pronouncements which 
youth through self-conscious Youth Movements is mak- 
ing in its own behalf. 


Se) 


. We must ask boys and young men themselves. 


The first two tasks are research enterprises and probably 
serviceable mainly to check the direct data otherwise 
secured: The third is the course, dificult though it be, 
which should yield the most solid results. 


Search at the Source. 


We must ask the boys and young men themselves. That 
is, we must study the attitudes of enough of them to secure 
sufficient data on which to base at least tentative generaliza- 
tions. It is desirable that such a-study should be conducted 
during a definite and not too extended period and by 
methods which are sufficiently akin over the whole area of 
study to permit of reasonably accurate comparison. 


The choice of methods to be pursued in such an investiga- 
tion is a very delicate matter. Little argument is needed 
to convince any thoughtful man that one cannot trust simply 
to direct questioning as in a questionnaire. Men’s memories 
play queer tricks, their powers of observation and descrip- 
tion are generally faulty; they are prone to be misled by 
peculiar inferests or deflected by the very form of the 
questions themselves; and, especially in the case of youth, 
pure mischief has upset some promising investigations. The 
errors due to these and other causes cannot be eliminated 
entirely on any known plan, but some devices have been 
employed which partly overcome the difficulties. Certain 
forms of questionnaire have been devised making use of the 
“true-false’”” method. Others have mitigated the error by 
a system of questions which break up larger issues into 
their component parts and thus narrow the range of pos- 
sible answers. Still others employ questions which are 
intended less to secure the information sought than to dis- 
cover the manner of approach to the issue. There is no 
need to go through the whole list. A special method lately 
employed in various parts of the world involves the sub- 
‘mission of questions to a group for group discussion, The 
results so far achieved by this means give promise of large 
possibilities. In this case, individuals check each other and 
the group moves toward general conclusions that are more 
trustworthy than any. single unsupported assertion. An 
alert leader acting as an intelligent observer gathers much 


from the trend of the discussion and the side lights are 
frequently of the greatest value. 
Tools for Group Investigation. 


The need for very precise tools for these types of investi- 
gation is most apparent. 
group investigation; because where the survey: covers a 
wide field, it is inevitable that the work will fall many times 
into the hands of inexpert group leaders. It is, for this 
reason therefore, that the outlines for discussion have had 
as far as possible try-out in groups before they were put in 
final form. The end achieved is a workable tool, not one 
which fulfills the requirements of some a priori theory. 
Leaders cannot be trained personally in every part of the 
field, so it is necessary to have clear and concise instruc- 
tions prepared for their guidance. Arrangements have also 
been made to make it easy for them to record their findings 
in a systematic manner. It would seem to be very desir- 
able that among the many who will be enlisted in this study, 
all or at least the majority of the delegates to Helsingfors 
should participate actively in some phase of the program 
of investigation. The best preparation for final discussions 
is certainly to bear a share in the processes which lead up 
to such discussions. By this means a real continuity would 


be secured, not only before and through the conference, but 


on into the realization in the local Associations throughout 
the world of the conceptions that will undoubtedly take 
shape at Helsingfors. For surely it will never be forgotten 
that the real purpose of any survey is to prepare ourselves 
the better to discharge the homely tasks of our regular 
work. 


The Opportunity for Revaluation. 


The assembling and evaluation of the material collected 
by group discussion is an important step in the process. 
Here expert assistance is welcome, and there is here a 
wide field for the effort of those of long experince in 
Association work. At this point it becomes plain how 
great a service this preparation for Helsingfors may be 
to the- Associations which participate. Thev will have a 
superb opportunity for surveying the needs of their local 
fields under conditions that will make possible useful com- 
parisons with other situations. The processes which will 
culminate in Helsingfors may all be carried out on a 
smaller scale locally, within a group of local Associations, 
and nationally. As long as the data are transmitted with- 
out alterations, every intelligent preliminary evaluation 
will at the same time very matersallv assist those who must 
make us each national report. 


In each Movement, it is hoped, will be inaugurated the 
methods ‘suggested here and such others as may come from 
experience around the world. It is quite possible that as a 
result there will be established a systematic examination of 
the field of service of the Young Men’s Christian Association 
available for purposes of program building, for testing 
results, and for intelligently exploring new areas of en- 
deavor. Such methods, developed under conditions of 
scientific experimentation, will be ready to hand whenever 
required by the necessities of any situation. Viewed from 
this angle, Helsingfors may well mark a turning-point in 
Association history, the inauguration of a new working 
alliance between scientific investigation and the assurances 
of Christian faith which, through a new experience, may 
lead us into a profounder philosophy of our peculiar. task 
and a deeper commitment to enduring Christian service. 


Particularly is this true of the, 


iy 


SUGGESTIONS FOR THE USE OF THE DISCUSSION OUTLINES 


HOW TO BEGIN 


Each Association sending a delegate to Helsingfors should 
ask some of its staff and board members to have not less 
than eight or ten unhurried sessions with a group of six or 
a dozen bodys or young men. In addition, each Association 
which does not send a delegate to Helsingfors should 
form one or more similar groups. These sessions should 
be in a quiet place, preferably around a table with the 
leader as one of the group. 

The most helpful plan is for the leader to propose ques- 
tions and more or less rigidly hold the members to the 
discussion. If he desires to learn fully from them he will 
not intrude his own viewpoint but will be more interested 
in watching the play of mind upon mind in the give and 
take of the evolving process. He will realize that points 
of view will be modified as the discussion proceeds. 

If he is alert he will note the aspects of life about which 
the members do not express themselves and also those on 
which they do talk. During the discussion he will sum- 
marize frequently, seeking to be fair to the points made. 


He will proceed from question to question or from section 
to section of these outlines only as the interests of the 
group may lead. At the close of the session it is highly 
desirable that he make notes of the trend of the discussion. 
“A Master Discussion Outline” for the help of discussion 
leaders will be furnished each one leading a group. 


FIRST SESSION 


The following (see outline entitled “Procedure for Be- 
ginning Work With a Group,” on next page) is suggested as 
a procedure for the first session. .A few simple penetrating 
questions are put. A blackboard will be helpful if it can be 
used without making the discussion too formal. (The sim- 
plicity of the procedure here proposed should not be mis- 
leading. It has been used successfully with groups of vary- 
ing ages.) Slight rephrasing may make the outline more 
fitted to its use. If followed sympathetically, the discussion 
will be of immediate help to those taking part and at the 
same time will assist the leader in getting a picture of the 
varied life activity of the group. 


SUMMARIES AND REPORTS 


The committee responsible for the preparation of the con- 
ference program desires to have reports from those using 
these outlines. Such reports will guide in the development 
of the program by indicating the matters: on which it will 
be most necessary and profitable to devote study at Hel- 
singfors. Those using the outlines, whether or not they 


are to be delegates to Helsingfors, are requested to co-oper- 
ate by sending in reports based on the work of their group. 

Reports should be sent dricct to R. L. Ewing, 347 Madi- 
son Avenue, New York City, and not to the Regional Com- 
mittee or office. 


OUTLINE NO. 1 


PROCEDURE FOR BEGINNING WORK WITH A GROUP 


(1-144 hours’ discussion) 


(Fcr use with boys 12-14 and 15-17, and 
young men 18-25)* 


The purpose of this discussion is to discover the things 
in life which boys are troubled about or in which they are 
meeting with difficulty or confusion. The things thus dis- 
covered will furnish the basis for discussion in subsequent 
meetings of the group. The outlines which have been pre- 
pared afford a selection from which the leader, in consulta- 
tion with the group, may choose those that will be useful. 


1. What takes up an average boy’s time? 


a. What do boys talk about when they are just sit- 
ting around? 

Note: It would be well for the leader to list these on a 
blackboard. The group showd work on these two questions 
until a fairly comprehensive picture is secured of what 
boys do. 


2. Which of these things help them to live at their 
best?’ How does each help? State briefly. 


a. Which of the above hinder them from living at 
their best? How does each hinder? State briefly. 
Note: The leader may find it helpful to refer to the items 
on the blackboard as the discussion proceeds. His aim 
should be not so much to reach a final conclusion as to lead 
members of the group in an appraisal of these matters. 


Sh 


Which of these (mentioned in answer to 1 and 
l-a above) are most important in the life of 
boys? 


a. Which of these are most interesting? Perplexing? 


b. Which of these does the average boy get most 


help on? 

Note: These three questions provide a summary which will 
help the group to select the matters in which it is or should 
be most concerned. 


In the light of our discussion, which questions 
do you feel it most worth while talking over at 
succeeding sessions? 


a. Which will be most helpful to this group? 

Note: The leader should help the group to select the four 
or five which the members regard as most important. 

b. Which question should we talk over first? 

Note: An hour given to this general canvass of the situa- 
tion will aid a leader to become better acquainted with the 
group. ‘The members should be at ease because they are 
talking impersonally about these matters. At the close of 
the discussion, the leader should recall the details, and out 
of the suggestions made by the group at the close, be able 
to select as a basis for discussion at the next session the 
aspects of life in which they seem to be most interested. 
One or more of the following outlines maybe of help here. 


*When used with young men substitute the words “young man” or “young men,” for boy, or boys, etc. 











a WHAT ARE THE AREAS OF DI¥FICULTY WITH BOYS? 





I What makes up a boy's program of thinking and activity - 
The following composite list taken from several reports and 
thrown together regardless of age or social standing of the boys, 
will help to give a bird's eye view of a boy world as it is today. 


A boy is engaged in - 

Studying, Loafing, Athletics, Home Activities, Girls, Radio, 
Work, Dancing, Movies, Church Activities, Clubs, Gossip, School 
Activities, Chums, Gang, Reading, Playing pool, Auto, Hobby, 
Smoking, Conversation, Newspaper, Magazines, Teachers, Recreation, 
Shows, Clothes (Styles), Smut, Filth, Swearing, Life Work, Other 
folks, Parties, After-school employment, Sunday School, Home 
chores, Politics, Controversies about religion and science, "Gab 
fests," Self-advancement, School spirit, Leisure, "Petting," 
"Necking", Drinking, “Roadhouse” parties, Parents, Weekly allowance, 
God, Self, High School Fraternities, Older Boys! Conference, Bad 
company, Boy Scouts, Education, Pleasures, A Life Philosophy, 
R.O.T.C. (Reserve Officers Training Corps), Y.M.C.A., Minstrel 
Shows, Summer Camps, Billiards and Bowling, Social Service, Crap 
Shooting, Walking, Hikes, Sledding, Stamp Collecting, Games, Giving 
food to poor, Base Ball, Basket Ball, Volley Ball, Checkers, Tennis, 
Billiards, Cue Roque, Ping Pong, Music, Bird house building, Wood- 
ey craft, Kodaking, Skating, Gurrent news. 

II Where are the chief areas of difficulty for boys? 

A survey of the introductory studies that were made by some 
groups in order to find from boys where their difficulties chiefly 
lay, together with a study of the relative number of discussions 
that were held in the various areas point out the following storm 
centers for the present day American boy - 


1. - His Home - Misunderstanding by parents - Outside loyalties 
tend to draw the boy away - Lack of opportunity for 
responsibility and self-expression in his home - Parents 
much away from home, especially Father, and when there not 
interested in his boy's activities, etc. 


2. - His School - Teachers lack personal interest in him - Work 
uninteresting - Boys long for more chance for self-expression. 


3. - His Church - Not practical - Enjoys acquaintances there but 
services of the Church on many important problems not helpful - 
Hypocrites in it - Slow and dead - Lack of social message. 


4. - His Work - Pay in many cases unsatisfactory, but more than 
this is the uninteresting character of the work and the 
frequent lack of chance to advance, to overcome difficulty 
and to find tasks that reward in other ways than money. 

>. Hours often unsatisfactory. 


5. - His Relations with Girls - Much confused about social practices, 
but whatever they should be, he tends to set up equal standards 
for both boys and girls. 


- 2 « 


6. - His Recreation ~- Dancing, ete. - Glean sport - Social 
practices, ete. 


These six areas constitute the scenes of his greatest conflicts. 
The kaleidoscopic array of activities, ete. mentioned above tend to 
gather round and make themselves felt at these six vortices of life. 


As one examines the material from the discussion groups and 
studies these six outstanding problems or areas of difficulty he is 
struck with the difference there is between the situations that 
Mat: a ae numbers 1 to 4, and those that center around numbers 

and 6. | } | : | | 


With the first four the boy is up against well organized insti- 
tutions of long standing traditions loaded with authoritarianism and 
with reference to which he finds great difficulty in making himself 
heard and in securing adequate opportunity for self-expression. 


In case of the other two areas it is different. The way out 
lies much more within the boy himself and there is a place where he 
can take hold, and a channel through which his rising energies can 
find a load sufficiently challenging to call forth his best effort. 
The forces are within him and ¢an find a way of expression that will 
lead to solution. A boy knows he can love the girl of his choice 
and that he can worst his opponent in an athletic contest, and who 
will say “nay” but his own inner urges, or what will bring him to 
the Christian solution in the endeavor to find a way out, but his own 
higher inner impulses, or to send him to defeat, but his own base 
self. 


fo further deepen the realization of the difference between 
these two types of areas of difficulty one should try to picture a 
boy in his athletic life endeavoring to meet his problems in an 
institution as conservative as the church, Or as hide-bound as a big 
business corporation; or trying to court his girl ina society 
dominated by the Purdah System of the Mohanmmedans or the Betrothal 
System of the Hindus. ; ie ie) 


fhe essential character of his problem with his home, his church, 

his school, and his job is how to deal with a highly developed system 
of control which is often in charge of those ignorant of or indif- 
ferent to his interests, unsympathetic with his aspirations and auto- 
eratic in its method. His lack of social standing and economic power 
makes him largely helpless. The way out for him, therefore, often 
seems to be only either the frontal attack of revolt or the more con- 
venient by-path of neglect. 


fhe principal difficulty in his athletics and his relations 
with girls is one of judgment as to standards of conduct. The old 
standards are often insufficient or are in error when taken for 
present day life, and he is at loss to find new ones that will be 
adequate to his situation. As he experiments in trying to find new 
standards he comes into conflict with the areas mentioned above, 
namely, the home, the school, the church, and the business world, 
and runs squarely against the steel frame work of these factors of 


society. Given either the social standing or the economic resources 


IITt 


ea 


the chances are that he would make short shrift of some of the 
practices of these venerable institutions. 


This restlessness of youth, their impatience with the past, 
their feverish interest in the present, and their idealism for 
the future are among the prize assets of our ongoing civiliza- 
tion. It is the part and privilege of adults to keep near to 
youth and in a sympathetic and democratic manner to work with 
them in the constant adjustment necessary in our institutions of 
society if all is to go well with our civilization. 


A study of the boys of one comminity (Akron, Ohio), population 
approximately 175,000. This study of the boys of the city of 
Akron was carried on by a Committee of Fifty under the direction 


of Walter. L. Stone, Boys! Work Executive of the Akron Y.M.C.A. 


The first part of the study compiled under A is based 
pretty largely on the Helsingfors Study Outlines. The material 
under B, ¢ and D, were based upon procedure developed locally. 


Below is given the exact report as furnished to the National 
Gouncil Office by Mr. Stone, the only addition being the stars 
that are added at the beginning o1 certain sentences under B and 
CG. These are given to indicate the facts of larger significance. 
Where two stars are placed it is done so as to indicate a fact 
thought to be of more than usual significance. 


RESULTS OF BOY LIFE INVENTORY 
By Committee of Fifty 
A. What Akron Boys Think About: 


He thinks that Western Movies, the active exciting ones are 
best. Next comes Comedy, followed by Educational films. His 
hobby is first athletics, then radio and reading. His hobbies 
include besides the above, auto racing, billiards, bee-keeping, 
bowling, boxing, boating, camping, canoeing, dancing, drawing, 
fishing, gymnastics, hiking, horse-back riding, hunting, movies, 
music, photography, pigeon and poultry raising, prize fighting, 
skating, stamp collecting, swimming, theatre, and working on 
machinery. 


He thinks Zane Grey's books are best, then Tarzan stories 
and the Tom Swift series, followed by Mark Twain and Jack London, 
but he reads everything and anything from Kipling and Lorna Doone 
to Wild Fire, Clansmen and My Lady's Garter. 


As to the jobs they think they would like to have, they 
run from Actor to Wireless Operator. The jobs they have now run 
from auto mechanic to vulcanizing. In wages they make from $5.50 
a week to $40.00 a week - from $.20 an hour to 4.90. 


When he talks with other boys their conversation is about 
school, girls, athletics, work, hobbies and what he is going to 
do - latest scandal or gossip and dirty jokes. 


He thinks home is a pretty good place. He is not there a. 


ng 


whole lot. He takes it for granted. When he is home he reads 
and "tinkers around.” He hates to be picked at by his parents. 
Home is a place to stay and a place to get money to go PEeeen 
of amusement with. 


They think their Jobs are 0.K. when the boss is a real 
fellow and works right with you, when the job is easy and inter- 
esting. They think the job is rotten when there are long hours, 
poor pay. No chance for advancement, not interested in the work - 
when there is a rotten gang to work with and the older men try to 
shove off their work on them. 


They believe that the church is necessary. The majority of 
them go to Sunday School, Church Service, Monthly parties, Church 
suppers and play on the Church Athletic Teams. They think the 
Church service should be shorter. Many would eliminate the sermon 
entirely and have more opportunity for worship. ‘fhe boys that 
don't go say it's easier to stay away than go, they are not inter- 
ested in Church. Church activities don't compare in fun and 
excitement with those outside. In Sunday Schools the teacher talks 
too much and does not let the boys talk. 


In regard to government, most boys have very few thoughts. 
They take it for granted. They feel as yet no responsibility for 
it. They have no voice in it. They do not think of government 
being much more than the police department. It's something that 
makes you do things, and not something that serves you. 


They like to think they are giving an independent judgment 
but in the majority of cases their course of action, no matter 


. what they think about a thing, is determined by the actions of the 


gang they run with. 
They believe their problems are: 
1. To make a living. | 3 
2. fo find the right kind of recreation. 
5. Something to tie to, to belleve in, to be sure of. 
4. Relationships with girls. | 


They believe a person can be a isda tian’, and net a Church 
member. 


Those that think about it at all believe that the most 
important elements in Christianity are ~ a. Life of Jesus Christ; 
b. Service; c. Respect for personality; d. Paith in men. 

The thing about Jesus Christ that attracts youth is: 

ae Power to live a straight life - resist temptation. 

b. Endurance - all-round man. 


©. Power to attract and hold men. 


of Bk 


The things about Him that make Him hard to accept are; 

a. Impossible ideal. 

b. Is He a fact or a myth? 

¢. He is not popular in America. 

These boys believe that Christianity fails to attract many 
boys because they feel it is sissy, the over-bearing manner of 
adult Ghristians, the “better than thous,” the unattractive way 
in which Christianity is presented, too mich emphasis on "giving 
up" and "sacrifice" rather than "fulfilling" or “Completeness of 
life.” . 


The teachings of Jesus that moat need emphasis today are 
courage, brotherhood, tolerance, power te resist temptation. 


The difference between a boy who is Christian and one who 
is not is - 


a. Conscious of God as Father. 
b. An idea of service - others first. 


co. A standard ~- an ideal to strive for. 


B. What Akron Boys Do: 


#3 out of every 4 have some kind of work to do at home 
every day. 


x7 out of 8 study at home every school day. 

2 out of every 4 study at home on Saturday and Sunday. 
#3 out of every 4 play around home every day. 

“5 out of every 16 have a hobby. 

1 out of every 2 loafs at home sometime every week day. 
29 out of every 16 loafs at home on Sunday. 


#27: out of every 8 read something daily other than school 
books. ee 


ue4 out of every 12 have daily personal devotions. 


All ‘of them average 6 hours and 25 minutes in school 
five days a week. 


3 out of every 8 are in extra school activities and 
special activities at school. 


oe 
#7 out of 12 go to church on Sunday. 
*8 out of every 12 go to Sunday School Sunday. 


“#1 out of every 10 have some recreational or club work 
at their Chureh. 


#1 out of every 20 attend a Young People's Society 
Meeting in the Church. 


1 out of every 8 read at the Public Library. 

*l out of every 4 works away from home on School days. 
o out of every 8 works away from home on Saturdays. 
est out of every 6 works away from home on Sunday. 

*6 out of every 16 go to the Movies on school days. 


*7 out of every 16 go to the movies on Saturdays and 
sund ays ® 


“x5 out of every 8 play in the street or on vacant lots 
away from home. 


#3 out of every 8 belong to a boys! club of some kind. 


#1 out of every 2 loafs somewhere other than at home every 
week day. 


“x7 out of every 12 loafs somewhere other than at home on 
Sunday. 


How Akron Boys Spend Their Time: 


He spends an average of 55 minutes eating on school days 
57 " Saturdays 
1 hour and 16 « * " Sundays 


He sleeps 9 hours 48 minutes on Saturdays and Sundays 
8 40 " School days ~ 


He works 55 minutes a day at home on school pays load 
1 hour 50 minutes on Saturdays. : 

“He studies 46 minutes at home every school ae 

"on Sunday. 


He spends 44 minutes: in play at home on school days and loafs 353 mi 
1 hour 11  " Saturdays and 
loafs 1 hour 4 minutes 
52 minutes in play at home on Sundays and 
loafs 1 hour 41 minutes 


He spends 16 minutes on school days on his hobby 
23 " Saturdays and again on Sunday on his hobby. 


~ 7 


e 41 minutes are spent in reading on school days 
eG " Saturdays 
1 hour 19 " be eo iy " Sunday 


*eHe spends 06 minutes a day at personal devotions 


6 hours and 6 minutes are spent at school by Grade Sch. 
Boys 5 days a week. 

6 hours and 45 minutes are spent at school by High Sch. 
Boys 5 days e week. 


1 hour end 4 minutes he spends in Church Service on Sunday 
1 hour he spends in Sunday School " 


It takes him 34 minutes to go to and from school every day and 
27 minutes to go to and from Church. 


He works away from home 56. minutes a day on school days and 2 
hours and 6 minutes a ony on Saturdays. : | 


“#He spends 18 minutes a day at the movies on school days 
t 


48 " Saturdays 
1 hour 15 " Me ae aia it 2 " Sundays 
48 minutes are spent each bohbol day in St. or vacant lo 
play 
1 hour 50 minutes are spent each Saturday in St.or vacant lot p 
41 it n it it Sunday ee Cas it n 


He spends 16 minutes in boys' club activities during school days 
29 on Saturdays. 
He loafs somewhere else than home 45 minutes every school day. 
1 hour 29 minutes every Saturday 
1 hour 39 minutes every Sunday 


He finds at the end of his school day that he hes 2 hours 40 minut 
unaccounted for. 


He finds at the end of his Saturday that he has 1 hour 81 minutes 
unaccounted for. 


He finds at the end of his Sunday that he has 1 hour 20 admiben 
unaccounted for. 


D. Where Akron Boys Spend Their Time: 


The average grade school boy on school days spends 10 hours 
56 minutes at home, of which 7 hours and 59 minutes are spent in 
sleep. 6 hours and 6 minutes in school, 05 minutes in some kind 
of Church activity, 5 hours and 51 minutes in the commnity at 
shows, working or playing on street or in a boys' club and 6 hours 
and 42 minutes of the 24 hours of a school day, he does not know 
what he does. — 


On Saturdays he spends more time at home ~- 16 hours and 7 
minutes. He sleeps 10 hours of this amount. He spends 6 minutes 
in some form of Church activity and 6 hours and 27 minutes in the 


-8- 


community, 1 hour and 30 minutes of which he works. He only has an 
hour and 20 minutes that is unaccounted for on Seadea- 


On Sundays only 59 minutes are unaccounted for, 1 hour and 
39 minutes are spent in Ghurch andSunday School, 5 hours and 14 
minutes in the community and 16 hours and 24 minutes at home, of 
which 10 hours and 24 minutes are spent in sleep. ----- 


The boy in high school spends more time at home on school 
days and sleeps longer than the grade school boy, 12 hours and 16 
minutes are spent at home, of which 9 hours and 21 minutes are 
spent in sleep. He spends 6 hours and 45 minutes in school, 8 
minutes in Ghurch activities, 5 hours and 13. minutes in the com- 
munity and has 1 hour and 38 minutes unaccounted for. 


On Saturdays he spends 16 hours and 56 minutes at home, 
sleeping 9 hours and 56 minutes and working 2 hours of that time. 
He has no Church activity that day and spends 5 hours and 42 
minutes in the community working 2 hours and 45 minutes of that 
time and he has 1. hour and 42 minutes that is ungecounted for. 


On Sundays, the high school boy has no time that is not 
accounted for. He spends 2 hours and 40 minutes in Church activity, 
5 hours and 10 minutes in the community, ef which 1 hour is spent 
at movies and 1 hour in other entertainment and 16 hours and 10 
minutes are spent at home. 


His total average weekly schedule is: 





School day Saturday Sunday 
cE oN elmore geladisennaniniatne mee smorriette nemtT caret gerne Pe tat 
‘Grade Sch.  :High Sch.:Grade Sch.High Sch.Grade Seh.High S. 
: : : : : : 
hy) ; e 
Unaccounted : : : 
for : 3 42 2 P=) SB 2 Lo 20 4 = AR: O93 


Compiled by: 
Walter L. Stone, 
Boys! Work Executive 
Akron, Y. M. G. A. 


OUTLINE NO. 


2 


a 


THE HOMES OF BOYS 
(For use with boys 12-14 and 15-17) 


Note: 


at once to solution and lastly to next steps. 


with specific mention of the solutions and next steps connected with each problem. 


under Problem D below. 


INTRODUCTORY DISCUSSION (30 minutes’ dis- 


cussion). 
Thinking into the Situation. 


What are some of the things that a boy must miss 
if he had no home? 

a. What drawbacks are there in some homes? 

What do boys you go with say about their homes? 

a. Regardless of what boys may say about their 
homes, what does the amount of time they spend at 
home reveal about their real attitude? 

b. From the way they talk and act toward their 
fathers, mothers, brothers, and sisters, what would 
you say was their attitude toward their home? 


Locating the Problem. 


From the discussion so far, what changes for the bet- 
ter do you think could be made? 

a. Which of these affect boys alone? 
others in the family? 

b. What part should the boys take in making these 
changes ? 

Should a boy depend upon his parents to make the 
home or should the boy expect to carry a share of 


responsibility in making his home? Why? 

Note: The above discussion doubtless will have brought out 
several phases of home life which to the boys are not satis- 
factory and in which the interest manifested would point 
to the desirability of further and more detailed discussion, 
Suggested outlines A, B, C, and D furnish opportunity for 
such detailed discussion. The interest of the group should 
determine the order and use of these discussions. 


Which affect 


SOME SUGGESTED OUTLINES FOR FURTHER 


DISCUSSION. 


Problem A—Relating to the Attitude of Boys 


bo 


4, 


Toward Their Homes (30 minutes’ dis- 


cussion). 
Note: The questions cover 


“solution” and “next steps.” 


How do the various attitudes (revealed by questions 
2, a and b, above) work out in actual practice? De- 
scribe situations in which you have seen boys with 
these attitudes. Why do boys you know have these 
various attitudes toward home? 

Which of these contributes most to the happiness of 
a home? 

What should be a boy’s attitude toward home? 
How can a boy go about changing his attitude? 


Problem B—What Are the Practices of Boys in 


Their Obedience to Parents? (30 minutes’ 


discussion). 


Note: These questions cover “solution” only. 


How do different boys act in regard to obedience to 


parents? Why do they so act? What seems to be 
the effect of each on home life? 


This discussion differs somewhit in form from the others. 
further discussion take up the problems discovered in the 


The suggested outlines for 
introductory discussion and proceed 


One report sheet should cover the whole topic 


Or 


See note 


Should or should not parents expect to keep full con- 
trol over boys until they are eighteen? 

Which would be a better home—one in which children 
were dependent upon their parents for direction in 
all their activities or one in which children had been 
allowed to think for themselves and develop reliance 
in their own opinions? Why? 

A youth of sixteen said, “Often we obey our parents 
in such fashion that we are really We 
do not fully obey our parents unless we feel within 
What do you believe 


disobeying. 


us a satisfaction in doing so.” 
was meant? 

Who finally decides what a boy 
come—the boy himself or his parents? 
decide? Why? 

a. If a boy is brought up to rely on his parents up to 
his eighteenth birthday, what effect does it have on 
the later years? Why? What evidence from old-fash- 
ioned, parent-controlled homes applies here? 

b. If a boy learns to rely upon himself does it mean 
that he does or does not honor his father and mother? 
Why? 

If it is true that “a boy learns what he practices,” is 
it better for him to practice dependence up to his 
eighteenth birthday and then try 
himself or to begin practicing self-reliance as early as 
possible? Why? 

Jesus said: ‘“‘Whoso. shall offend one of these little 
ones * * * it were better for him that a millstone were 
hanged about his neck.” What did he mean? Would 
this teaching cause parents to make the children obey 
explicitly or allow them to develop self-control? 
Why? 

a. What does the law that a boy or girl learns what 
they practice, as illustrated by question 4, demand of 
parents in a home? 


is to do and to be- 


Who should 


to begin relying on 


Problem C—Control and Authority in the Home: 


The Question of Democracy (40 minutes’ 
discussion). 
Note: These questions cover 
How are homes you know managed when there is a 
difference of opinion? What are the different ways 
homes are controlled? What are th 
disadvantages of each? 
Is it more fruitful for boys to be led b 
more fruitful for boys themselves to 
ship? Why? 
In which case does 


“solution” only. 


e advantages or 


y adults or 
assume leader- 


a boy grow most, when the par- 
ents do all the leading, when parents and boys to- 
gether decide what ought to be done. 
decides for himself what he will do? 
believe as you do? 

What are the advantages of a democratic home? 
disadvantages ? 


or when a boy 
Why do you 


The 


6. 


a. What does democracy demand in the management 
of a home? Which of the three methods named in 
Why? 

b. What would lead you to believe or disbelieve that 
Jesus would believe in a democratic home? 

ce. Is it or is it not possible to have a family run upon 
a democratic basis and yet teach boys to “Honor thy 
Father and thy Mother.” How? 

What would a democratic home mean when obedience 
was mentioned? What would the boy obey in a 


question 3 is the most democratic? 


democratic home? 


How would a democratic family deal with disobedi- 
ence? 


Problem D—Changes in Home Life (30 minutes’ 


discussion). 


Note: These questions cover ‘next steps” only and should 
in their use cover all the problems discussed under this 
general topic of “The Homes of Boys.” 


In the light of our discussion what changes would 
we try to bring about in our homes? 


How would we bring these changes about? 
What difficulties would be met? 

How could these difficulties be overcome? 
What seems most worth attempting now? 


What help will we need? 











nS 


THE HOMES OF BOYS 


What is Home - 


"The most obvious thing about home to the average boy would 
appear to be that it is a place 'to eat and sleep! or ‘to hang 
his hat.' One analysis of a day!s schedule (Durham, N.G., 50. 
boys, av. age 17) showed the following: 


At Home . Sleep . 8 hours 


Meals 1g hours 
Chores and Study es hours 
Outside Home School be hours 


After school 
employment, clubs, 
Church o-6 hours 


-. Another group put it this way "the boy thinks it is more 
like a’ hotel," (Hamilton, Ohio, 15 High School boys, age 15-17). 


"This conception of home appears in nearly every one of the 
discussions where the matter was taken up and reported upon. 
While these things take up a major portion of the home hours, 
yet a good bit of other home activities were usually mentioned, 
viz. - reading, work, recreation, counsel, rest, bathing, radio, 
entertaining, music, visiting with families, auto trips, worship, 
chores, 'family games,'! fighting, ‘sit around,! running errands. 


Parents and the Home. 


"It is significant that in expressing their thoughts regarding 
home, few boys, if any, seem to very much associate their parents 
with home activities: occasionally it is implied and one definitely 
uses the term:'family games. 


More important than this attitude, however, is the almost 
universal one that home is a place of neglect and unsympathetic 
restraint on the part of the parents; particularly, Father does 
not enter into. the: boy's Life, and that he is much away from the 
home and sometimes the same is true of Mother as well; that apart 
from his ‘place.as provider: and boss, Father counts for little in 
the day's actual program. One group (Coatesville, Pa., Age 16- 
18). concluded that 'more get togethers of the family would make a 
happier home and a finer spirit!. Another group (Flanagan, I1l., 
Age 12-15) concluded that ‘parents do not take the responsibility 
of providing recreation for their boys, that is the boys.are left 
to shift for themselves while the parents seek their own type of 
recreation.! It is not strange that some of this group considered 
home ta dead place't with ‘nothing doing there.! ‘Object to 
parents who scold them for keeping late hours.' (Hamilton, Ohio, 
15 boys, ‘age.15+-17.) A group at Boone, la., felt that ‘if the 
parents went with the boy more the boy would be in better places.! 
A group of High School boys at the Hi-Y Camp Conference in 
Massachusetts in discussing the tendency of boys to be attracted 
away from home as they grow older felt that 'parents and children 


ip wk 


should be together more.' A sentence from the report of a 
discussion with the Hi-Y Club at Passaic, N.J. is painfully 
pathetic in its simplicity and truthfulness, - fon account of 
the many changes in social life and outside activities the 
thought of home is different than previous generations thought. 
The character of the boy will be better if he has some say in 
the activities of the home and if the parents and the boy work 
together. 


"Equally significant is the importance which boys attach 
to the example of the parents. Here are a few answers: - 
‘Parents don't go to church.! (Charleston, S.C. - White High 
School, 10 boys, average age 14s) 'A dad should not expect his 
son to obey a command to go to church and Sunday School when 
he himself settles in a comfortable chair and reads the Sunday 
papert - (Flanagan, Ill., Av. age 12-15 years). 'If the parent 
went with the boy more, the boy would be in better places.! - 
(Boone, Ta.) 'tAttitude toward God by father and mother makes 
the homecWhat it is.' - (Mass. .H.S.: Camp Conference, Av. age 
17 plus). ‘Father, too busy, father away too much and sometimes 
the mother} sons are also too busy; .daughters.too busy; every- 
one has too much poing one. Things are speeded up too much; too 
many engagements for everybody .... We are jazzed and fed up 
too much on things going on that a fellow has little capacity 
left for appreciation of home.! - (Briarcliff Manor. Group). 


d Se Ea Home and Self Expression, - 


"This leads us into another very deeply felt lack in the 
home, mentioned by many boys, namely the opportunity for self 
expression. Here is the way they put it: 'Parents would: not 
permit them to work in order to earn money for themselves ,! 
(From Winston-Salem, N.C. 15 boys, average age 15). 'Too auto- 
cratic, Father often and sometimes Mother, boun@ to have their 
own way without considering the interests and desires of the 
rest of the, family,! (From Durham, N.C..50 boys, average age 17). 
This group admitted that making home interesting and democratic 
were thard nuts to crack!. This statement from Flanagan, Ill. 
(Ages 12 to 15 years), is significant, tit is not a general 
feeling that boys should disobey their parents, but rather that 
there are some decisions that the boy should make for himself 
and some decisions that the parents should make for the boy. 
‘Boys should take responsibility as well as parents.! (Mass. 
High School Camp Conference, average age 17 plus.) 'He should 
be receiving that discipline of learning to share.! (from Mass. 
High School Camp Conference, average age, 17 plus). And again 
from the same conference, the following statements are helpful 
in getting the boy's point of view -' 'It would be best to 
practice self-reliance before 18 so that when one becomes that 
age, he will be better fitted to practice self-reliance, ! 
‘Cooperation in the home is the best principle,! ‘Self-reliance 
is a gradual process all through boyhood in the home, from 
simple things to full responsibility,! 'If the boy had a voice 
in affairs, he would have more of an interest in the home,' 
'A boy ought to play a part in the home life,! ‘Try to dope 
out what needed to be done around the home, and do that thing 


Matter of disagreement at home’. 


aie 


without being told to do so by the parents,! 'Children should be 
allowed to develop and practice their own opinion to a certain 
degree,' 'Start responsibility early,! 'Boys do not concentrate . 
on home as much as they should because the homes thrive without 
their help - they are not given responsibility,! 'Boys should 
have some say in regard to their activities,! 'CGontrol can be 
carried to a place where a boy will réebel.!t (Note..= the Mass- 
achusetts High School Conference had 155 boys from 12 schools, 
average age 17 plus, for the purpose of discussion they were 
divided into a number of groups, hence the number of their revlies 
quoted.) <A group at Briarcliff Manor in enswer to the question 
"When do you obey?" replied ‘When agreeable and on some things 
always.' The group at 23rd Street Y:M.C.A. (30 boys) voiced thds 
same difficulty as to self expression when.in answer to what 
change they would make in the home if they had a.chance replied, 
'Throw out the bath tubs and put in the showers.'t 


Gonflict of loyalties. 


That the present day home has many forces working against 


it claiming the loyalty of boys is very evident. ‘Boys are 


influenced by their group end try to dictate to home, and inject 
som of their ideas into the home,'. (Hamilton, Ohio; 15\ boys, 

age 15-17). .'The boys agreed that many of the fellows would 

like to, stay at home but they are attracted. by so many activities. 


AS.a nesult @ habit is) formed to be om the go.' (Hamilton group) 
, In, response, to the, question 'Over what matters do disagreements 


arise between parents and boys! a group of eleven boys and two 
leaders:.of boys at the University Heights Presbyterian Church, 
New York, gave among other things the following - 

<'G@D ines out. int. thereveninge, socially... and: hour. of arrival 
home.from such affairs, when full approval has been given for 
his’ goings. out. | | : 


| 'Participation in athletics . +. how much time he should 
spend on them.!. 


(Friendship - both with. boys and girls frequently become a 


"Mey oppose home restrictions. They object. to parents who 
scold them for ke®eping late hours. Cannot understand why they 
cannot have more allowance." Parkersburg, W.Va. (50 High School 


“boys, age 15-18, no foréigners) gives the following interesting 


summery on the subject, "They are having difficulty in the same 


old thing. The problem of doing as the gang does. Something 


that is generally accepted as right but they are forbidden to do 
it and creates a desire which is very hard to hold in." Boys 
desire to roam and travel, "Restrained from parties and picture 
shows," (Winston-Salem, N.C.) 15 boys, age 15, white, American, 
managerial class.) 3 


These conflicts of loyalty doubtless are at the bottom of 
the rebellion against authority and the general desire for self 
expression so universally expressed inthe various groups. 


‘The following, estimate of the influence of the radio by @ 


ce group.of seven boys, age 16, at Chattanooga, Tenn. is inter- 
esting as an evaluation of one of the forces in the new day - 


RADTO 


1. -, How it hinders 
a - Keeps you up tate at. night 
b .- Keeps boys away from school. lessons 
@.- Mekes' Pave spend too much mney, ; 


25 =— How it helps 
a - Gets you home at night 
b - Educational 
c - Old people who cannot go to church ‘get sermons 
d = Young people listen to sermons: when they won't 
attend school 
e - Helps* to locate lost people 
f - Keeps you in touch with markets and prices 
g@ - Gives boys electrical education. 


V.. Boys Willing to Do Their Share in the Home. 


“In spite of the many things that boys find difficult or 
unsatisfactory about home, there is the very encouraging re- 
action commonly given that-the boy has a responsibility for 
S his home, an obligation to’ make the most of it under even 

disappointing circumstances, that is encouraging and very 
hopeful. The following phrases taken from the discussion 
EPeS tse give an index as to how boys think <a this regard. - 


'Don't beg for things that aré unnecessary. - (ins ton- -Salem, 
N-C., 15. boys, av. age 15)... 'We could probably find more 
interesting things at home if we looked for them,! !Be more 


considerate of parents! counsel, and so far as possible 
introduce opinions and informat ion that may make for broader 
understanding and avoiding of conflicts." - (Durham, N.C. - 
50 boys, av. age 17). t@onsider ita duty to be obedient.! - 
(Goatesville, Pa., av. age 16- 18). .'The boys fecl the family 
is a unitein*life.t:-\(Planagan, Ills, av.:age, 1e-lS.vears) .’. 
'The boy should Hein in making the: home what it should be.'t - 
(Boone, Ia.).. From the Massachusetts High School Camp Con- 
ference groups came the following significant statements - 


'He should accept some responsibility since he is a part.! 

'He should help to» make the home.! 

'Boys should contribute what money they could and help 
about the home, if there were no parents or girls to 
help.'t 

‘Cooperation in the home is the best principle. 

‘Obedience should be willing and ae ect ia tO gy te 

'The boy should go more than half way. 

'If he cares for Father and Mother he Fe take 

S.: responsibility.! 

‘Should avoid worriment. of parents,.! 


Ea Sey Wee Tees 


'Responsibilities to home. 
l Harming money 
2 Work around home 
o Punctuality.' 

'The boy must ‘use his head,! but he should try to favor 
his.parents to whom he owes R: tremendous debt for 
their sacrifices.'! 


Another from Akron, Ohio - (wi-¥ Club 620 Boys av. age: 16-19 
years is interesting): x | 7 


"Boys should. carry responsibility because he gets lots from 
home.' A second group from the eaivied city: - (12 boys aged 14+ 
16), in answer to the question 'What practice of boys in regard 
to their home seems to need changing?! replied, 'Spend more 
time with folks at home in real compen tionship. } Ba 


A. Des Moines, Towa, group thought. "A bos shoula take..care® of 
some responsibility.’ 


Again the spirit of. obedience. was;voiced in a group in Buffalo, 
New York. (12 boys aged.17-18) in: the following manner, "The 

. Commandment ‘Honor thy Father’ and Mother' shoulé be: obeyed, in 
“‘spirit even though ‘the boy may feel that his perents opinions 

are not correct, or are contrary to his own desire and judgment." 


; SUMMARY : - 


"the ueviat wound seem to indicate that in many cases home ' 
ts one of the areas of difficulty ‘and disappointment for ‘the 
boy win The dif ficuity. seems: to Tie tin this, «that sin. 6 period 
during which the home is undergoing a swift change due to chang- 
ing conditions of society generally, parents and children do not 
take the time and effort to understand one another and to make 
the sacrifices necessary to the achievement of a satisfactory 
solution. .Many forces from the outside claim the loyalties and 
energies of each. For parents and children to get together in 
a deeper mutual regard and in an efficient cooperative effort 
seems necessary if thé home, is, to pass “through this trying period 
still.capable of rendering the best service to society. The boys 
seem to recognize that they have a large share in the making of 
the home and the solution of the problems connected with it, and 
while acknowledging. the duty: of. obedience:,. Long: fora democratic 
procedure that will enable them better to take their part for 
the good of the whole Broun as well as for their own best develop- 
ment." 


“ghirty High sowons heys at Parkersburg, W.Va... expressed them- 
‘selves thus on the value of the home, which shows. that with all 
his indifference and even rebellion it is still for the boy his 
‘greatest social | asset, “The consensus of opinion was. that if a 
boy had no home he. would miss the influence of his-parents 
especially his mother. He would also miss their advice. They 
thought that a boy with no home would lack respect for his elders. 
when not having parents. He. would also miss the economic start 


that most boys get. Ina’ home that is bad he gets bad 
influence’ and in that kind of home there is bound to be 
lack of entertainment to hold the boy -.in the home. He 
would: get improper food probably which would mean poor 
health or perhaps permanent disability. The separation 
of parents was the worst: evil the parents could: give to 
the. boy. The parents and’ boys should have mutual enter- 
tainment, parents (should be) appreciative and (there 
should be). stricter marriage laws." 


INTRODUCTORY DISCUSSION (30 minutes’ dis-. 


OUTLINE NO. 3 


BOYS AND THE CHURCH 
(For use with boys 12-14 and 15-17) 


cussion). 
~I. Thinking into the Situation. 

1. How much of the boys’ time does the church take up? 
What things do the boys you know do in connection 
with the church? Make a list of these. 

II. Locating the Problem. 

3. If the boys made up the program of the church, what 
changes would they make in it? 

4, What things does the church do that helps boys to 
enjoy life more completely? 

5. What do boys say when they criticize the church? 

6. What seems to be the chief problems of boys in re- 
lation to their churches? 

III. Summary. 


This should review the discussion and lead into sub- 
sequent sessions. 


SOME SUGGESTED OUTLINES FOR FURTHER 


DISCUSSION. | 
) Problem A—Why Have a Church? (40 minutes’ 
discussion). 

I. Thinking into the Situation. 

1. What are some of the things done by the church? 
List these. 

2. Which of these are not done by any other agency? 
Check these on the list. 

II. Locating the Problem. 

3. Would the community be any different if the church 
left these things undone? _ 

4. If the church left them undone, what would happen? 

5. What would you have a church in your community do 


if you could direct its work? 


IIf. Help on the Problem. 


6. 


How would you describe to a Mohammedan or a 
Buddhist the reason for having a church in a Chris- 
tian community? 

Who should determine whether or not there is a 
church in a community? 

What would you say were the deciding reasons for 
or against having a church? 

How would you obtain support for the church? 

Why do some churches have so much difficulty in 
keeping up their work? 


Next Steps. 

If the continuation of the church in your community 
and nation actually depended upon you, what would 
you do? 


Problem B—What Attitude Shall a Boy Take 


II. 


III. 


10. 


nts 


12. 


IV. 


ye 
14. 


Toward the Church? (40 minutes’ discus- 
sion). 


Thinking into the Situation. 


What are the churches in your community? 


How many of these you have visited do you think 
are needed? 


How many are needed in your community? Why? 


Locating the Problem. 


What reasons do some give for not going to church? 
What are the reasons why some boys go to church? 
Which of these reasons about church-going seem most 
convincing? 

What attitude shall a boy take toward the church as 
it is in his community? 


Note: This question may be discussed by using questions 
8-14 below. 


Help on the Problem. 


In our discussion of A (if this topic has been taken 
up) there was a discussion of the reasons why the 
church should exist. To what extent, if any, should 
these reasons determine the attitude of a boy toward 
the church? 

Some people believe the church should be supported 
for what it has done in the past, other people that a 
boy ought to go to church in order to build a habit of 
going to church. What do you think about these 
views ? 

Would you say that a boy should value the church to 
the extent that it recognized and made provision for 
his needs, or should a boy give his loyalty to the 
church even if its major service seems to be intended 
for adults? 

Should a boy determine his attitude toward the 
church on the basis of what he gets out of the 
church or on the basis of what he can do through it? 
Why? 

If the church is wrong in some respects, should a 
boy remain loyal, trying to change the wrongs by 
working from within as a member, or should he quit 
the church and try to bring changes by criticism from 
without? Which do you believe would be most ef- 
fective? Why? 


Next Steps. 


How would you go about this? (See 12 above). 
Can real belief in anything always be judged by a 


‘boy’s attitude toward that thing? 


Problem C—What More Can the Church Do? (40 


Lol 


minutes’ discussion). — 
Thinking into the Situation. 
How much do people know about what the church in 
your community is doing? 
Why do newspapers not print more about church hap- 
penings? 
How can one find out about the work of your church? 


Locating the Problem. 


What are some of the more common objections one 
hears about the church? 
Which of these are sound? 
Why? 

What should the church do to overcome these objec- 
tions? 


Which are not sound? 


Help on the Problem. 


Should the church take sides on the principal issues 
in the community? What are the reasons in favor 
of your answer? What can be said for a middle 
course? 

Some urge that the church should promote individual 
and group thinking upon all issues as the best means 
for determining what the spirit of Jesus would cause 
people to do if applied to these issues. As compared 
with the policies mentioned in question 7, how would 
you rate this policy? Why? 

What contribution to the life of boys do the services 
of worship of the church make? 

a. Should these be deepenéd? 


10. 


1 


Hiv. 


12. 


13. 


b. Do boys’ everyday interests have any place in a 
church service? 

Just where and how do you think the church can do 
more for your community? 

Some Christian people, who believe the church should 
be an organization for work in the Kingdom and that 
worship should be a part of and connected with actual 
work, believe also that older boys must accept the 
responsibility of extending the Kingdom of God 
among boys of their own age through the use of the 
various organizations within the church such as their 
organized classes, departments, etc. What do you 
believe to be the duty of a Christian older boy church 
member in this regard? What about the many activi- 
ties that are not now considered as a part of church 
work? z.e., School, Home, Playgrounds, Work, etc 


Next Steps. 


If the older boys of your church should decide that 
at present church membership was a part of a truly 
Christian way of life, what would you suggest they 
might do to interest other boys? 

To what extent could you use public school and 
playground athletics, social activities at school, 
home, clubs, etc., and inter-class and inter-Sunday 
school activities in reaching others? 

What plan would you suggest whereby the boys in 
the Sunday school classes of all the churches in your 
community might cooperate in winning the interest 
of the boys of the community to a more Christian 
way of life? 











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BOYS AND SCHOOTS 





I General Attitude of Boys. 


it 


The general attitude of boys towards school, would appear 
to be that it is an institution of a society, in which they 
find themselves, some accept it cheerfully and have adopted 
stereotyped reactions towards it, and appear to be working 
happily from that point of view; on the part of others, the 
school like other institutions is being seriously challenged. 


Points of Resistance. 
The points of resistance seem chiefly to be as follows:- 


The teachers lack a personal interest in and sympathy with 
boys and this is reflected in their school work. One discus- 
sion (15 boys, 25rd St. Y.M.C.A., New York City) showed by 
actual count that out of lll teachers with whom the boys had 
contact, 60 were disliked while they were indifferent towards 
15, They liked 59. An inquiry into the causes for dislike 
showed that most of the reasons centered around the personal 
attitude of the teacher as revealed in these definite answers: 
"Me bookkeeping teacher treated a boy like a baby", “Had no 
consideration at all for the boys", "Refused to allow one of 
the boys to break the lock of his locker when he could not 
get his sneakers out in any other way", “Used words that the 
boy could not understand and tried to make a fool out of him”. 
Several reasons for dislike centered around overwork and home 
assignments of work. Their reasons probably in most cases 
reflect on the boy rather than the teacher. 


1. = The Personal Attitude of the Teacher. 


The personal attitude of the teacher to some extent 
no doubt reflects the character and weakness of our 
system. Take for instance the case of the locker and 
sneakers just mentioned. The teacher doubtless as an 
employee of the public, felt duty bound to preserve 
school property from damage pitted this point of view 
against that of the boy anxious to get his sneakers 
for a rum or a game in the gym. If the teacher had 
appreciated the emotional reaction of the boy and had 
realized that an attitude on his part was being formed, 
that would be inimical to future work, he would have 
taken care to have gotten the sneakers out in some way, 
or what would have been better would have entered 
sympathetically into the boy's problem and have worked 
loyally with him to solve it. Such a procedure even 
if the sneakers had not been released, would have shown 
the teacher to be a real companion and co-worker, rather 
than the guardian of public property, which for the 
moment stood between the boy and an hour of legitimate 
fun. | 


Another discussion (7 boys, 86th St. Y.M.C.A., New York) 


‘ wiles 


showed 25 teachers liked, 235 neutral and 8 disliked. 
Here again the personal attitude of the teacher looms 
large as is shown by the boys! phraseology: “Talk too 
much about themselves", “Nag at you", "Always growlin 
at you", “Pick spitefully on some boy or group of boys", 
(Jewish boys cited as a group), “Mooned on the girls". 


On the contrary when it comes to the reasons given for 
the popularity of certain teachers, the personal element 
does not so much enter in though it is evident. Here 
are some replies from the two groups mentioned above: 
"Liked the teacher because they liked the subject", 
"Made the subject interesting", "Didn't ask them any 
questions", (one group complained that teacher did not 
ask enough questions and so the boys did not have enough 
opportunity for discussion) "Didn't give nasty tests", 
"Does not talk all the time himself", "Isntt strict and 
doesn't always insist on homework being done", "Wasn't 
serious all the time", “He was fair - if you made a slip 
and deserve a ‘zip! or a misdemeanor he wouldn't put it 
down , but would first give you a chance to redeem your- 
self", "Does not yell at you or bawl you out". In this 
connection the replies of the group at Coatesville, Pa. 
(age 16 - 18) to the question, "What are some of the 
ways that a teacher can help a fellow?" are significant. 
They are all in the realm of personal relations. Here 
they are: "Personal interviews", "Personal interest", 
"Setting example", "Giving advantage of their own 
experience”. 


Study not Related to Life Situations. 


The second point of resistance is with the system of 
education that is based upon future expestation of the 
use of knowledge gained in school, rather than the 
approach through the interests and needs of the boy in 
the situation where he now is. The following will show 
something of the boys! reaction in this respect: "There 
was no use in jumping in for a swim when he did not feel 
like it" ((Note. They all (86th St. Y.M.C.A. New York) 
used the pool at the Y¥.M.G.A. and loved it.)). "Seme 
dislike the erazy 'physiologic! ‘Is that right?! ‘Yes! 
tphys-1-o-log-ic dancing in the schools" (Note. These 
boys all used the ¥.M.C.A. Gym.), "Music all right in 
high schools but rotten in public schools - do, re, mi - 
all exercises", “Why take up math in commerce?” 


In answer to a question as to the value of the continua- 
tion school (15 boys, 23rd Street, Y.M.C.A., New York), 
the fellows said “that the continuation school was all 
right if it was linked up with their work." The leader's 
comment here is worth noting. “It seems to me that 
everywhere I got the same answer in regard to continua-~ 
tion schools and this raises the most interesting question 


as to the value of any educational program that 
cannot be made to appear interesting related to the 
work of the student.’ 






Lellow's work.” This same group w ed to 
evaluate comparatively a year of sohool with a year 
of travel unanimously chose the year of travel. our 
first reaction to such a conclusion is xept to be 
that it is the love of adventure, and the novelty of 
travel, and o0 diemiss it with thet. Hut isn't that 
Just the real underlying fect which is cf walue. Our 
schools are dry, monotonous and uninteresting when 
in reality they may be made ronal explorntion expe di- 
tiona into regions unknown with most if not all the 

rewards of travel, and much that travel does not 
weually afford. 


III Character Development in School. 


Further in this matter it is interesting to note that in 
rating the things of value in school to the boy the Costesville, 
Pa. group plscec athletics second only to study and class work. 
in the realm of character bullding values studies lose out not 
being mentioned at all, the facters montioned were “Chapel 
talks", "Discipline®, "School spirit", and "Character of 
teachers". = | | , 


IV Value of "Karks" J 


&4e a further insight into the attitude of boys toward the 
system of education may be given the result of study of the 
reliability of marke given in school by the South Bend, Ind., 
group (50 boys, 2S gave replies to the questions, average are 
17, a Hi-¥Y club). Twelve out of the twenty-three thought the 
marks did not convey to the parents. « true estimate of what 
the boy had done. Eighteen out of the twenty ben pe they did 
not get the highest marka in the subject they etudied hardest. 
Fifteen out of twenty-three thought they sot about the same 
marks in each subject overy time. Twenty of the mumber agreed 
thet some teachers were “harder” or "sloser" markers than 
others. However, fifteen of the group thought they worked 
harder with marke than if they received no marke at all. Bight 
thought differently. Nine out of twenty-three thought the 
reports mde them more interested im "Passing" than in 
mastering and enjoying the subject studied. Fourteen had the 
opposite view. — — : 


ce Danelle s, ches 
VA Real Situation Handled. | | 
The report of the experience of the tventy-five High 


School Juniors and Seniors (H4-Y¥ Glub) at. Yinona, Minn., with 
the discusaion upon "Boys and School" was 60 helpfulnot only 


~ 4 «= 


to those studying the problems of boys, but to the boys them- 
selves, leading to definite action, and to the school authorities, 
that it is here given verbatim and almost in entirety:= 


How take the new order in Winona High School? 


1. ~ Thinking into the Situation: After a few preliminary 
questions one of the leading boys exploded against 
several present who were implicated in problem (b) 
stated below. A hot discussion followed. It led into 
problem (a) which has become the major problem. It 
seems to loom big in the minds of a majority of the 
student body. So the interest is keen and genuine. 

It has arisen from definite problems that affect their 
everyday life. 


ae A principal who for years had run the school well, 
permitted some personal troubles to dull his in- 
terest. Conduct and discipline of students became 
wild end: loose. A so called "student government" 
became student license. A new principal this year 
naturally meant changes towards a smoother running 
of the school, interfering with the old order. 
How take the new order? 


2. ~ Locating the Problem: 


be. A new man teacher is well liked by the boys. But in 
his study hall these same boys take advantage of his 
inexperience in securing discipline and still keeping 
respect and friendship they continually raise a 
"rough house". Are the boys ruining the reputation 
and career of a young man whom they like just because 
they do not stop to think or shoulder responsibility? 
bo students have any responsibility for the discip- 
line? Do students seek the reasons behind laws, 
rules, regulations, suggestions from principal or 
faculty? Do students permit themselves to be hastily 
influenced by rumor, by mob impulses, by crabbing of 
a few discontents? What would happen if students 
really wanted to cooperate with the faculty? 


5« = Help on the Problem: The boys took time to think. ‘They 
got the issues down in black and white. They weeded out 
the influences of rumor. They took time to size up 
those who always grumble, who always believe that no 
good can come from those in leadership or power. They 
distinguished destructive criticism from constructive. 
They thought out the meaning of cooperation, the meaning 
of student participation. They found that they really 
had little to kick about, that most of their problem 
was misunderstanding (some maybe on both sides), that 
they really were well off. 


4, - Next Steps: They decided to back up the new principal. 
They understood the reasons for the changes in regula- 
tions and could intelligently influence others. The 
editor of the weekly paper wrote a splendid editorial 


"ee ae 


which showed considerable advance over his previous attitude. 
They consulted with the principal and some faculty members 
and showed that they were ready for cooperation and participa- 


tion. 


Leader's Opinion and Comment: The principal is a wise man. 

I had kept him informed. We both realized that changes take 
time. We agreed that he was very fortunate to have so many 
of the students get to thinking so quickly, that usually it 
takes a year for the students to advance as far as they have 
these past few weeks. And he gives this discussion group 
most of the credit. He kept in the background thru it all. 
The discussions touched more or less on most of the points 
under Outline 4, but naturally not in that order. ‘They were 
all sub-points under the bigger problem the boys faced. 


This experience was evidently of great value to: 
a. The High School boys in 


1'. Sensing a problem 
et. Facing it squarely and openly 
ot, Analyzing it successfully and finding the real 
' difficulty (in themselves mostly) 
4t, Pinding a way out 
5!. Acting with courage and conviction along the 
path that they thought would lead them out 


be The Principal in 


1'. Knowing that boys can and will meet. situations 
that are real to them. . That their judgment 

has a remarkable degree of reliability. 

2", Realizing that his part is best played as a 
rule in the role of one sympathetically co- 
operating with boys who are working out 

| their own destiny. 

o', Knowing the value of the cooperation of outside. 
agencies. 


ce To the Y.M.C.A. Secretary in 


lt. Appreciation of the value of discussion as a 
method of group procedure in facing real 
life situations. Ae 

2'. Revealing the power and capacity in boys to 
meet the situations that face them. 

3'. Demonstrating the value of tactful, intelligent 
guidance to boys in meeting their problems. 


de To the Helsingfors Conference in 


1'., Revealing at least one problem faced by boys 
in reference to school. 
2!, Showing the persons and factors involved in 
such a problem and the part played by each. 
3t, Demonstrating the value of a certain mode of 
attack upon problems of boys. 


VI SUMMARY The material on the subject of the boy and 
school would seem to reflect the system used and the 
personal attitude of those employed to teach. The 
system is to a large extent divorced from the life 
situations of the boy, and tends to be imposed upon 
him. There is Jack of sympathetic understanding of 
the personal interest in boys which to a lerge extent 
takes the interest out of school. 


IT 


U. S. A. 
HOW MUCH WORK SHOULD A Boy DO? 


This discussion was primarily intended to bring out whether. 
or not there was a conflict between work for a boy and his school. 
What work if any,.how much, and what.kind.of work, while attending 
schools and under what conditions should work take precedence over 
school. Further, "How can a boy find aut what he should undertake 
as his life work?" 


The discussion reports give practically nothing on the quest- 
ion of work for.a boy:,who is still in, schools Undoubtedly most of 
the boys who were in the discussions did little else. than school, 
or those who did did: not find it a real problem. 


Why Do Boys Leave School: 


The reasons for leaving school were definite and well stated. 

These reasons are summarized below, the times each reason was 
mentioned being given. These are taken from four discussion groups 
at Chattanooga, Tenn.e, Lafayette, Ind., Charleston, S.C., and 
Winston=Salem, N.C., totalling 44 boys, average age 15. 


Lack of meanse ae 

Because they see $15 or $20 per week. 1 
Don't look into future. | 

Don't like to study. 3 

Gone to school and flunked out. 4. 


Afraid they can't get their job after school is out. 1 
Get in trouble and are expelled. 2 

Have to earn support. a 

Parents opposed to higher learning. 1 

Chance to learn a trade or business. & 

Laziness. » 1 

Poor health. 2 

Some play needed. as 


While the reports are too few to. justify conclusions, yet it is 
well to note the principal reasons toward which the figures tend 
to point, viz: ae Failure in school’ work; b. Necessity for earning 
their livelihoods; c. Lack of enjoyment in school work. 


‘How Can a Boy Find Out What He Should Undertake as His Life Work? 


Two good discussions on this subject were reported - An Excerpt 
from one is given, the other reported verbatim as sent ine They 
tell their own story without comment:-=- : 


"The following points were made by the boys relative to 
problems: 1. Conflicts with parents; 2. Take a job he does 

not like because it is the only one available; 5. Shifting 
ambitions from one vocation to another. They had quite an 
argument as to the time when a fellow should decide - most 

of them thought when he was a sophomore or a junior in college. 
They thought that every one needed a good general educatione 


i 
to 
i 


Their opinion was that wages, hours and working conditions were. 

relatively secondary to an intense interest in the vocation. 

The boy dominating the discussion contended that he would rather 

work for less. pay if it was a satisfying experience. 

The samé boy contended, that it was generally expected that 

a person should make some money, :.or achieve some fame and then 

help the world. They said you have got to look out for your-. 
self first. While these boys represent a rather wealthy : 
group, none of them thought that their choice would be made 

on the basis of money. They thought it was just as good to 

make shoes at a cheaper price as. to be ‘a..minister,. the..element 
of sacrifice was’ in both. - When the question of honorable: and 
sacred work was introduced one fellow shouted out, 'The Lowest 
kind of a vocation is’ a criminal lawyer'. Other boys contended. 
that the vocation of farming was: sacred and honorable = doctors, 

ministers and social workers were included... The boy dominating 
the discussion asked for the definition of an honorable and 
sacred vocation. The director of the discussion asked. the 

boys what they;had in mind and they came to the conclusion 

that any vocation was honorablé. and sacred 1f it contributed 
to*the welfare of humanity. . The leader of the discussion 

raised the matter of the work of Jesus. .Some boys said: he ‘was 

a carpenter, others a.tent maker, two that. he was a professor, 

a social worker, a debater, a preacher, .etc. They imiediately 
recognized that his vocation had,an influence in his life. The 
discussion centered around what a true Christian would :do. 

They were not content. to just. talk about the average Christian - 
he would choose an honest vocation,” (Chicago, Ill., Hyde Park 
VelleC As, Ps) boys, age 16=17). “ 


"Problem: How. can a boy find out what he should undertake as 
his life work? 


ees “Thinking into ere, situation. 


 Howenre the td dnd young men you ee of finding 
out what. to do as a life work? 


(2) Bind out’ through the sub iecee: they make the 
1h DOS b of in-school. 

(2) By process of elimination. He tries sobs 
idl het ings: one ne 1s capable of ate 
and suits, his tastes. 

(3) By developing his talents. 

(4) Follows father's footsteps. . 

(5) By advice from older people. (Find yourself 
campaign, etce) | | 

(6) Holy calling. 


ee Which. of these is the best way? 
| ae School = 4 votes. , 


b. Developing ‘talents = 3 votes, | 
C.e Compromise was oe ae by the following sentence 


Be 
Oe 


4 


Se 


Ge 


Te 


md, ee 


adopted by whole committee. 'Developing talents 
through school. ! : 


Locating the problem. 


What: difficulties do boys meet in ian to decide 
what to do? We 


ae apheciigns of Piven: 
be Not talented in work they wish to take Upe 
ce Haven't found any talent. 


de Afraid: to start, on one: lest we fail. 


@e So many different trades it is hard to decide. 


Who should do the work of the world? Should some people 
because of their wits, cleverness, wealth, or popularity 
be relieved of working and have others do it for them? 
No =-- Unanimous. 


At what age should. a boy decide his lite work? 
16 - 25 = Unanimous. 


Does it make “any particular difference what kind of a job 
we have as long as the wages are.good, the hours not too 
long, and the working conditions pleasant? 


a. Yes tt doese 


(1) If you'don't enjoy it you are not getting the 
best: -outof Life. 
(2) If you don't like it, you will not be’ satis- 
fied. 
(3) If you are in place where your true value is 
not coming out for the. good of the world. 


Is ‘it imore desirable to. be: a lawyer, a-manager,’ an 


engineer, or in some other position, in which wedo. not 


have to work with our muscles? 
&e It is more desirable (Unanimous) 


Should each one of us be trained to do. some particular thing 
and stick to it, or ‘should we take the best job. we can get? 


ae For training. (Unanimous) 


“What is the difference between a job, a position, a 


profession, and a calling? 


ae Job is some thing you do for bread and butter. 

bs Position ts something you acquire by merit. 

Ce Profession is a certain line of special work. 
d. Calling is a man's inner urge to his life work. 


«- 4 


C. Help on the problem. 


10. If I wanted to choose some particular kind of work, 
how should I go about it: to find»out what I should'do? 


&- Consult some one who follows that works 
be Specialize in. school. 

Ce Be’ an apprentice. 

d. Read books on it. 


ll. Should I make. the choice.on the basis of where I 
could make’ the most money, be the most popular, 
or on the basis of the kind of work that is most 
needed in the world? 


ae Most needed (Unanimous) 
le... Can a fellow find any happiness or satisfaction in 
his work, or. is it just a-matter of unpleasant 
drudgery from which we should escape as soon as 
possible. 
ae Can find satisfaction (Unanimous). " 


(Chattanooga, Tenn. 7 boys, age 16), 


HOW MUGH SHOULD A BOY PLAY? 


. This area is pretty largely a concern of the younger boy. 
With older boys the use of time is a more serious matter. They 
have begun to see and in many cases to feel the responsibilities 
of life; many are earning their livelihood. 


The use of the outline on this subject waa very limited. 
The pesults are here summarized for their auggestive velue. 


The outstanding impression gained from a perusal of the 
reports ig that the average, normal, healthy bey thinks play is 
his right, that anything that is interesting and that gives him 
‘fun is play, that he shovid have plenty of it, and that his own 
physical endurance is the limit of the amount thet should be 
allowed him. ‘Their own words give the underlying asswaption 
that is in their minds, «s follows:i- : 


‘*“Boya have pleasure when they play and enjoy a great deal 
of sports", “Work is labor", "Play is recreation", "I do not 
think that only children should play, but: everyone’, "I think 
boys do not have. @nough time to play", "I think five hours a 
day should be spent in playing", (A group of boys age 18-17). 
"Work is not fun", “Having plenty of fun", “A fellow needs to 
play gawes for exercise", and “For a good laugh", and "to play 
with other fellows”, (Bay Ridge, Brooklyn, N.¥., 10 boys, age 
12). The Bay Hidge group named the following as furnishing the 
boy with plenty of fun:-— Se Se 


"“Novement of body + exercise” 
"Practice in skills” 
“Tmughing, joking, 'razzing’" 
"Wighting, arguments” 


ane & boy in the group who championed the statement that boys 
had “too much time for play" was pushed then and there right 
through the window. This was also evidently play end the boys 
seemed to have had their "money's worth” for they volunteered 
to earn enough money to pay for the broken gless in the window. 


“Athletics” seems to mark the entrance of the boy into a 
somewhat different realm of play. The buoyant, restless, 
reckless, bubbling over, laughing, shouting lad is somewhat 
tamed by rules, the social character of the play anc the pres- 
sure of ethical standards of procedure. te begins to be some- 
what hedged in and tamed. A group of 23 negro boys (age 12-17) 
at Plorida Memorial Gollege, at Live Oak, Florida, use a 
hraseology very different from that given. above. Here it isi:- 
Selfishness keeps fellows from getting out of a game roally 
what they should", "If playing dirty wins the game, who not do 
so, and get the honor for self and school?”, "Forget that you 
are in to win". ‘These boys have emerged from the field of wild 
barbaric play dear to the younger boy and are living in the 
realm of ordered, ethical recreation which has its gay tones to 
be sure but which lacks much of the wholehearted abandon of the 
more savage pastimes. Ordered recreation can easily pass over 
into work. The Bay Ridge group in answer to the question "Does 


a member of one of the big teams. ‘play! or ‘work? basebu 112" 
replied “both play and work" ee hye ee 


The peoblon with reference to piky ds ontefly base of 
setting enough. The measure is "when they are tired out". 
Sometimes, however, the indulgence in play leads to neglect of 
tasks at school, at home and elsewhere in the ordered social 
fabric and then there is conflict. But we are more lenient with 
a boy's sins in this respect than in most anything else and well 
we may be for the time for play is all too short as we all too 
well know. 


The ethical problems cbnneates “its ahaly are ew Coney 
uous in the fieid of Organised games than in the realm of the 
young er were et i 


PATRIOTISM AND YOUNGER BOYS 


The amount of material sent in on this subject was small, 
which fact together with the desultory, somewhat scattering 
and confused interest would seem to indicate that for the 
younger boy the area presents few difficulties. 


The reactions given reflect the traditional home training, 
and patriotic propaganda of the school, the church, the press and 
the government. Since the boy's world is not vitally and closely 
affected, at least in the usual round of work and play, by the 
government it is not a matter about which ne gives much thought. 
The flag, the standards of loyalty to one's country, admiration for 
the nation's past and its heroes are taken more as a matter of course 
and there is a bit of fun and play for the boy gathered around 
national holidays, public parades, flag drills, and displays, that 
makes it easier to accept than to challenge the traditional point of 
view, and there is no functional reason inherent in the situation of 
the average boy to impel him to do so. — 


The Hyde Park, Chicago, group (18 boys, age 16-17 years) stated 
their difficulties in the following sentences;- 


1. - “How can we get a world attitude without losing « spirit of 
loyalty to our own” country?" 


2. - "Lt sounds nice to talk ab inst world brotherhood, but we don't 


care to eat and sleep with some of these people. How far 
should we go in talking and doing these things? Avoid a 
differente between what we talk and what we do. 


3. - "Isn't the spirit ‘My country right or wrong’ all right? 
Doean't @ mother stay by Aer boy whether he is right or wrong?" 


This group of boys was divided as between the "160 percenters" 
who took but little part, and the more liberal boys who had apparently 
a different background. ‘The group did not see much relationship be- 
tween right behavior between athletic teans and the behavior between | 
nations. “They thought there was little possibility of stopping war". 


A group of. colored boys at the 155th St. ¥.M.C.A., New York, 
‘delivered a pretty Per etereri Ns. evaluation of the World War which 
ie “here iver. ¢ 


Evil Effects of the World War. 


2 Loss. of life. 

be. Devastation of. rea pad’ and buildings, 
¢. Financial losses in the war. 

d. Disorganization of industry. 

@. Moral reaction after the war. 


- Orime wave, due to untoward economic conditions 
unstable character of men who had been gassed, tug 
femiliarity with pistols and guns, general carelessness 
of life. There was a division of opinion, some daying 

it was a continuation of hysteria during war, others 
that it was a reaction from the restraint which people 
felt during war. 


- 2 « 


-Asking if moral conditions were better or worse since 
the war, they were divided. They mentioned prohibition 
and the lawlessness arising from it, but did not believe 
prohibition should be attributed to the war. Were the. 
moral relations of men and women lower than before the | 
war, or about the same. The older hes alas said. Lower" ; 
the younger group said "about the same" | 


Good effects of the World War. 


ae Stimulated world-wide resolve for international peace. 
b. Increased interest in relgion.. 


Some debate on this. Some Phudin’ that the increase 
was during the war, but not after. Some thought the 
increase was after the war, not during it. 7 believed 
war increased religious interest. 2 believed war 
diminished religious interest. 


c. America gained.in prestige and is now able to make more 
permanent contribution ea life of the World. Her contri- 
pution is needed. 


Had the war done more good than harm? 


Nes - 7 
No -2 


They discussed at some length whether war was ever justifiable 
and their conclusion was that it was - 


ae To secure reparabion or deémages, but 
b. Primarily to require proper respect. 


A group of colored boys (17 students) at Florida Memorial Col- 
lege at Live Oak, Flas, (age 15 - 17) felt that to respect foreigners 
in games at home "would mean "the birth of a nation". 


This same group had the following "next steps" to suggest in _ 
making headway toward a better Frake of effairs 


a. Do not believe everything we hear ‘about: aia nations. 
b. Study to know the real problem as , bhey Se it. 
ce, Get a better knowledge of "Christ's way" ! 


ood group of 45 High School boys at South Send, ind., 
(age 17) usually keen in their reactions to other topics on 
patriotism had "not mich thought on this problem. Very little 
knowledge of papers other than New York Times and Chicago tribune, 
though some were familiar with the Christian Science Monitor." 


This group defined patriotism as follows: 


"The things that are considered patriotic! anything that 
upholds the nation, anything that upholds the newspapers 
standards of patriotism. To some, obedience to law is 
patriotic. Also observance of patriotic holidays, tho 


they are often observed in a way that is unpatriotic, if 
preaking the law is unpatriotic." 


The above summary undoubtedly reveals either that the method 
of approach was poor or not sufficiently extensive to reweal the 
facts, or that the area is not one of interest and difficulty for 
younger boys. 


bo 


rr: 


(©) TEEN ee): 


8 


HOW BOYS AND YOUNG MEN MAY FIND OUT WHAT TO READ 
(For use with boys 12-14, 15-17, and young men 18-25) 


(40 minutes’ discussion for boys, 50 minutes’ discussion for young men) 


Note: 


Thinking into the Situation. 

What books during the last year have been read by 
boys or young men* whom you know? List these. 
Which are the best five? (The leader after-discus- 
sion should mark the best five with a star.) 

What papers do boys or young men buy or subscribe 
for? 

If you were an editor of a paper for boys or young 
men, what would you put in it? How often would 
you issue it? 

What books and magazines were reqiured last vear 
in vour school, high school. or college work? Which 
of these would vou have read if they were not on 
this list? Which of these are vou glad to have read 
even if you might not have picked them out yvour- 
self? 

What are the three books you have ever read which 
interested you most? 

What books or articles. that you have read in the 
past vear have. been of most help to you? How 
have they helped vou? 

Read through the following list of titles. Mark with 
a check mark Gye) those that vou would merely 
glance through: mark with a cross (+-) those that 
vou would read. retell to others, and possibly read 
again vourself. 


New York Times. Bovs’ Life of Lincoln. 
Robin Hood. Wild Animals I Have 
Treasure Island. Known. 

Pilgrim’s Progress. Ivanhoe. 

Three \usketeers. Riders of the Purple 
Hot Dog. Sage. 


Chicago Tribune. 

Popular Mechanics. 

Autobiographv of Ben- 
jamin Franklin. 

Study in Scarlet. 

Rover Boys on the Great 
Lakes. 


Locating the Problem. 


Sundav School Times. 

“How to Do It” Books. 

Radio Magazine. 

Dicken’s Child’s History 
of England. 

The Half Back. 

Hound of the Basker- 
villes. 

The Motor Boys in South 
America. 


How do boys or young men decide what to read? 
a. To what extent do they read only things they 


are interested in? e. g., 
b. How far do others, 


radio, etc. 

such as parents, 
friends, help them by sugg 
ec. What use do they make of the libraries? 


teachers, 


esting what to read? 


What 


helo does the librarian give in choosing their read- 


ing? 


d. Do they read books and articles through, or do 


they skip certain parts? 


what is it that they skip? 


If they skip certain parts, 


e. What papers and books do vou hear folks disap- 


proving of? 


Does this make any difference in the 


cho‘ce that boys or vounge men make in reading? 
How valuable is reading in opening up new interests 


for bovs or young men? 
*Delete the word “hov” 


0: 


Me 


IIT. 


Ne5 


Wo: 


14. 


IVs 


ile 


or the words “young men” according as 
group, and so throughout. 


The following outline deals with a single problem and therefore does not have the usual “Introductory Dis ‘ussion.” 
5 


a. What books have 
hobby? 

b. Do you ever look for a book on a new subject? 
How much of what vou read in books, magazines, or 
newspapers do you believe? How ean a boy or 
young man tell whether or not he is reading the 
truth? 

Summary question.—What safe guides or practice 
can a boy or young man follow in determining what 
to read? 

Note: The leader should use this. question to summarize 
the discussion under the heading “Tocating the Problem.” 
This should be done by asking for responses to the ques- 
tion from several of the group or by throwing it open for 
a general discussion of three or four minutes. He should 
then proceed to answer the question by a more detailed use 
of the questions under the following heading. 


ever started vou off on a new 


Help on the Problem. 

What persons have had most influence in determining 

vour reading? 

The following sources may be of help in determining 

what to read. Which five do vou think might be most 

helpful? Mark the five best with a star (*). 

Librarians. 

Newspaper editors. 

Successful business men. 

Ministers. 

Successful 
lawyers. 

Superintendents of Sunday schools. 

School teachers. 

One’s friends. 

College professors. 

Book review sections of Sunday papers. 

Magazine editors. 

Parents. 


professional men, such as_ doctors, 


Pook review sections of various magazines, such as 
Literary Digest. 

Book dealers. 

Examination of the book. 

Y M C A secretaries. 

Dealers’ catalogues. 

Printed bibliographies from various’ sources. 

The following facts about an article or book may 

help in determining its value as a piece of reading 

material. Mark the three which will help most in 

determining its value. 

The publisher. 

The mechanical make-up of the book. 

The author. 

An examination of its table of contents. 

The opinion of a friend. 

A review of the book in some standard magazine or 
periodical. 

The opinion of an expert in the field which it covers. 

The reading of the irtredaction and preface. 

\ few minutes’ reading of certain parts of the book. 

Next Steps. 

As a result of this discussion. what three books do 

you think you would next like to read? 


magazine, or article itself. 


to whether the outline is used with the one or the other 


WHAT TO READ 


.. There are but four reports on this subject and in reading 
the following study this should be constantly kept in mind. 
The two, however, by Mr. Silcox are so well done that they 
deserve special study just as they are. One was with a group 
of negro boys and the other was with white boys. The results 
were in several respects surprising and comparison is both 
interesting and profitable. Except where mentioned, however, 
all four reports are treated together. The reports are from 
grecys as follows: 155th Street Y.M.C.A., N.Y. cAty, 12 boys, 
age 15-17 Negro.-West End Y.M.C.A., N.Y. City, 12 boys (white, 
working boys aged 17-18), - Rock Island, Ill. Y.M.c.A.10 boys 
17-23.-Pittsburgh (downtown Branch) group of boys. 


The results in all four groups showed a gratifying ten- 
dency toward good reading, done chiefly at home. It was to 
be expected that works like those of Zane Grey, and sporting 
literature would be appealing to boys and such was the case. 
The boys look chiefly to librarians, successful business and 
professional men, Y.M.C.A. secretaries, parents and teachers, 
for guidance and PE Hubbel ig in reading, only occasionally do 
they go to the minister of their Church. 


A further special study of Mr. Silcox's two reports 
reveals some very interesting results: 


1. The most commonly read daily papers, weekly magazines, 
and monthly magazines are given below. (Numbers 
reading regularly and numbers reading occasionally 
are added together. W- White. WN - Negro) 


Be Daily 
New York World Ww- 8 N - 10 
Daily News We 9 N= 9 
New York Journal Wwe 8 N- 9 
New York American W- 6 N- 12 
b. Weeklies 
Saturday Evening Post W- 7 N- 9 
Liberty Wa% How 8 
Life W- 6 N- 6 
Judge W- 8 N«- 38 
c. Monthlies 
Popular Mechanics W- 10 Ne- 9 
Radio we § N- 1 
Cosmopolitan W- 4 N- 8 
American Wwe 4 N- 1 


As to their favorite magazine or paper the following had 
more than one reader: - Literary Digest (W - 5, N - 2) Forest 


and Stream (W - 2), World Review (N- 3), Boys Life (N - 5). 


2. The comparison of the sections of newspapers frequently 
read is also interesting:- 


Sporting 

Editorials 
Advertisements 
Literary, Dramatic 
and Music Criticism 

Radio News — 

Letters to Editor 

City News 

International Affairs 


a34242=3 2235 
IOO® G~do 
aaa aae @aS 
tt &9 3 
IO !\a- 


190 


5. As to the news items of the week the following facts 
given are interesting: 


Locarno Treaty 46 hm SS 
Queen Alexandra's : 

Death We oo We cg 
Rhinelander Case We 2. N= 9 
Riffian War W- O Ne 4 
Army and Navy Game W- O© Ne 7 
Red Grange turns 

professional W- 0 Ne. V7 
Abolition of Sub-= 
marines Wwe 0 Ne 4 


The difference in the dates of the discussion (White 
group Nov. 25, Negre Nov. 30) doubtless accounts for 
some of the difference between White and Negro. 


4, It is interesting to note the extent to which the 
classical authors are read by boys as shown by the 
results given below (The numbers indicate the total 
number of books of each author read by the group): 


J. “Fenimore Cooper W- 22 .N- 19 
Zane Grey W- 42 N - 20 
Charles Dickens We TS N-=-.139 
Rex Beach © We 14 .N-.12 
Sir Walter Scott We 20 WN - 20 
Rafael Sabatini Weill, N- 13 
Robert Louis Stevenson Veche a =. 56 


5. The boys were asked to give the sources of help in 


determing what to read. ‘The principal sources are, 
mentioned below: . ! yg ie. 


Librarians ! 
Successful business 
men 

Successful pro- 
fessional men 

S. S&S. Superintendents 


Sad -_ 


~ 


= 


ee oad 


aa = a 
Or Oo © 
24 S4 & | 
a Ds Be 


6. 


\- 3 = 


School teachers 
College professors 
Parents. 

YMCA aoa inh Tene 


224323 


The groups were asked to name what 
a paper for boys and young men if they were the editor. 


The lists are eave for e@ach:- 


7 White Group a hs, 


Sporting News © 


Topics of the day 


some spay aes 

Travel — 

Humorous or joke page 
Mechanical arts, handicrafts. 
Question and answer page. 
Lots of illustrations. 

Biographic or human interest 
stories. 

Woodlore (outdoor life). 
Personal hygiene 


AM Ai 
4234324. 


ADH I 


they would put in 


a Negro Group 


Sports 

what other boys are doing 
(including boys of other 
countries 

National topics 

Biographies of great men 
especially of generals. 

Boys! problems 

New inventions or things 
a boy_might make for 
himself. 

stories, especially social 
stories. 

A joke te. el 

Ptbuy Sayings from great men 


The choice of the negro boys tallies much better with 
what they indicated above under 2 and 3 as their 
preference in reading material than does that of the 


white boys. 


OUTLINE NO. 9 


WORSHIP AMONG BOYS AND YOUNG MEN 


(For use among boys 15-17 and young men 18-25) 


INTRODUCTORY DISCUSSION (25 minutes’ dis- 


cussion). 


In what ways do boys (or young men) you 
know worship? What do they do at such times? 
When do they worship? 

What kind of worship do you like best? Why? 
What kind least? Why? 

What kind of worship gets you somewhere? 
Just what help in living do you expect to get in 
worship? What hinders getting help through 
worship? 

When is it easiest to worship? When is it most 
difficult? 


A SUGGESTED OUTLINE FOR FURTHER DIS- 


CUSSION. 


Pretlem A—When May We Expect to Worship? 


(14% hours’ discussion). 
Thinking into the Situation. 


Which five of the following occasions do vou think 
are the best as a rule for worship? Give reasons for 
vour op nions. 

a. Sunday evening -hurch service. 

b. A funeral of a friend or relative. 

c. A football team which just before an important 
game has found that one of their best players is 
professional on a small technical point. 

d. A high school commencement exercise. 

e. A baseball team which finds that three of its mem- 
bers object to the proposed season’s schedule be- 
cause several games are to be played on Sunday. 

f. Midweek prayer meeting. 

g. .. young man soon to be married, who has lost his 
job. 

h. A parade service in Army barracks. 

i. The attempt to get the antitoxin through to Nome 
last spring. (Balto, the sledge dog, and _ his 
driver. ) 

j- Sunday morning church service. 

k. A monthly meeting of the Board of Directors of 
any MGA: 

1. Two chums on the golf course Sunday morning. 

m. A college commencement exercise. 

n. A thunderstorm. 

o. A revival meeting. 

p. A fishing party in the woods. 

q. A meeting of elders or deacons of a local church. 

r. Finding a beautiful flower in the woods. 

s. The christening service of a little cliild. 

t2 AS pinch hit.” 

u. The union service on Memorial Day. 

v. The total eclipse of the sun January 24th, last. , 

w. A Junior Christian Endeavor meeting. 


TE 


A. 


=>) 


IV. 


x. The inaugural service of the President or a Goy- 
ernor of a State. 

y. The discovery of a new line of thought. 

z. A young people’s meeting. 

z1. A voung man resisting the appeal of a beautiful 
girl suggesting loose conduct. 

Note: The leader will do well to have the above list mimeo- 

graphed and as the discussion is started hand one to each 

member of the group. He should then read question 1 

and the list following it. ‘Lhe group should then each check 

the five that appeal to them most. They should be asked 

to give their reasons orally and the give and take on that 

will constitute the discussion for this section. Allow 25 

minutes for this exercise. If two sessions of the group are 

necessary to cover this discussion on worship “Thinking 

into the Situation” may well occupy the first session and 

the balance of the outline the second session. 


Locating the Problem. 


What is it that we should look for in an experience 
of worship? 

Rovs (or Young men) report that they worship on 
many occasions outside of what we call “services of 
worship.” You may know of some who have had 
that experience. Describe any such you may know. 
Note: The leader should list these, with abbreviated de- 
scriptions, on a blackboard. 

What is it about these occasions that seemed to make 


them of value to those who had them? 

Note: The leader should allow 5-8 minutes only for brief 
statements here. It is not necessary to analyze all the ex- 
periences. 


Help on the Problem. 


In what order would you rate the following as to 
their effectiveness in promoting an experience of wor- 
ship-? 

a. Unselfish service. 

b. Ritual. 

c. Democratic procedure in church services. 

d. Silence. 

e. Music. 

f. Difficulties met and overcome. 

g. Good architecture. 

h. Images and pictures. 

i. Cooperation in constructive tasks. 

y2 Prayer: 

How is Jesus related to experiences of worship? 
Summary.—In what ways are the deepest fellow- 
ships experienced? 


Next Steps. 


What changes in daily practices will help boys (or 
voung men) to enjoy a better fellowship with God 
and with one another? 

What changes in attitudes will help the situation? 


18 ts 


10. 


HL 


12. 


13. 
14. 


15. 


OUTLINE No. 10 


FROM WHAT SOURCES DO BOYS GET THEIR EARLY IDEAS ABOUT SEX? 
(For use with boys 12-14) 


(45 mintues’ discussion) 


Note: This outline deals with a single problem and there fore does not have the usual “Introductory Discussion.” 


Thinking into the Situation. 

What false stories have you known parents to use in 
telling boys of your age how a baby brother or 
sister came to the family? Why do boys believe such 
stories to be false? 

Where parents have tried to tell what really brought 
a baby brother or sister to the family what compari- 
sons or stories have they told? 


Locating the Problem. 


From what sources do boys of your age generally 
get their first ideas about how babies come into the 
world and of the necessary sex relations between 
fathers and mothers? 

What bovs have you known who got their first ideas 
from bovs or girls of their own age? Describe the 
situation which caused the ideas to be talked about. 
What boys have you known who got their first ideas 
from the stories of boys or girls older than they? 
Describe the situation. 

What bovs have vou known who got their first ideas 
from adults? Describe the situation. 

What bovs have you known who got their first in- 
formation from their own parents? How/did it come 
about? 


Help on the Problem. 
How should such information come to boys of: your 
age? 
In how many cases is the information given in vul- 
gar, secretive, furtive fashion? — 
What happens in the lives of bovs when the informa- 
tion is given in furtive, vulgar fashion? What ideas 
do they get about sex relationship? What are the 
sex practices of boys who get information in this 
vulgar fashion? 
In how many cases is the information given in holy, 
frank, loving fashion? 
What happens in the lives of boys who get their in- 
formation in holy, loving terms? 
What ideas do these boys get about sex? 
What sort of practices would boys tend to follow 
who get their information in loving fashion? 
Summary question.—What reasons would cause you 
to believe that the necessary information about sex 
should be given to boys in one way rather than an- 
other? 


IV. Next Steps. 


Consider both ways of looking at sex—the vulgar, 
secretive way and the holy, loving way. Which of 
the practices given bélow would a boy follow who 
looked upon sex in a secretive, vulgar fashion. Mark 
those with a minus. 

Which practices would a boy follow who looked upon 
sex in a holy, loving fashion? Mark these with a 


plus. 


9. Understanding o f 
what is. beautiful 
about the bodies of 
men and women. 


. The use of short ugly 
words in referring to 
parts and excretions of 
the body. 


10. Reading regularly 
cheap familiar and 
vulgar magazines 
with sex stories. 


. Snickering and nudg- 
ing companions when 
sex things are men- 
tioned or talked over 
among boys. 11. Teasing, bullying, 

pushing, and pulling 


. Comradeship with par- about of girls. 


ents in understanding 


the new baby. 12. Reverent and _ *re- 


spectful actions in 
the company of both 


. Swapping and collect- 
pes boys and girls. 


ing sex and smutty 


stories. 13. Use of frank, earnest 


attitude whenever 
sex matters are dis- 
cussed among boys. 


. Refusing to read or 
reading critically 
enough of a cheap 
magazine so as to 14. Frank seeking for the 
know what it is. truth about sex by di- 

rect questions asked 

of a Father, Mother, 
or trusted friend or 
the family doctor. 


. Writing suggestive 
words and verses on 
fenses, walls, etc. 


15. Passing on unreliable 
gossip about girls of 
the school or neigh- 


borhood. 


16. Moving out. of the 
circle in which ques- 
tionable stories are 
being told, 


. Comradely attitude 
and comradeship in ac- 
tivities with girl 
friends. 


. Collecting and showing 
secretively nude and 
suggestive pictures. 


U. Se Ae 


WORSHIP AMONG BOYS AND YOUNG MEN 


Four discussions upon "Worship Among Boys and Young Men" 
were reported, two of them especially fine. They were: 


le Rock Island, Ili, 10 young men, age 17-23. 


ee Barron, Wisconsin 8 boys age 17. 
Se Floral Park, N.Y. (M.E.Church) 12 young men. 
4. Bay Ridge, N.Y. (Union Church) 13 boys, age 18. 


The discussion outline contained among other things a varied 
list of occasions or situations in which one might expect an ex- 
perience of worship. ‘the group was to be asked which was the best 
of these. This was used by the Bay Ridge group with interesting 
results. Only one of these, situations got a unanimous yote, viz. 
"The attempt to get the antitoxin through to Nome. (Balto, the 
sledge dog, and his driver).” .A scattered minority insisted upon 
the following three situations as affording the best» opportunity ~ 
for worship, namely: ere oo Erin 


le "A young man resisting the appeal of a girl sug- 
gesting loose conduct". oR 

cel th young man soon to be marriéd, who has lost his 
job. 

3e "The inauguration of the President or of a Governor 
of a State". 


These results are significant as indicating the value of the 
emotional ehement in worship. 


Three .of’* these: suggest conflict, confusion, or. doubt with 
a subsequent release of emotion. If young men can. find worship in. 
the incident and story of Balto, then we have some thinking to do 
if we would make our "services of worship” really worshipful. 


The vote was divided upon the following about two to one 
in favor of each:- ) : : 


1. "Sunday evening church service” (9=4) 
2. "A funéral of a friend or relative" (85) 
3. "Sunday morning church service” (85) 


If such events as these offer a good occasion for worship to 
two out of three persons, it really augurs well. However, we ought 
to consider the other third seriously. 


The Floral Park report is quoted at length because of its 
value and its character of treatment of the topic which does not 
easily permit of being cut up and combined with other material. 


"as IT entered the Suniay School, the school was singing an 
interesting ditty in perfect waltz-time. Connecting this with a 
picture in the Christmas number of 'Life', page 50, where a group 
of dancers shouted to Buddy at the radio to tune in on some other 


= 2 = 


station as they could not dance to 'When Shepherds Watched Their 
Flocks at Night’, I asked whether church music should be similar 
to..that’ of the dance-hall, or should it be distinctive. Some of 
them thought that the msic they used was much like that found 
outside of the church, only it was slower. 


I reminded them of their prayer-hym and asked if they could 
imagine that danced about a big idol by the ballet at the Capitol 
Theatre. Some said yes, although most of them SCH ee not. (Per- 
sonally, I should like to see it tried.) 


We left this rather abstruse subject, and I:asked them to 
tell me, if they would, what subjects they would like to have their 
minister preach about. They hesitated at first, and at last one 
said he would like to hear one subject treated, but he doubted if 
it could: be done at a church service. .I asked what it was. and he 
answered: 


I. Should sport be commercialized? 


Most of themed seemed to think that this was not a 
proper subject for, church. The leader, Mr. Cheney, 
however, said that a preacher could touch on any 
theme were he agile énough-e ilreminded them that 

IT heard a preacher speak to young people in a 
church on this subject fourteen years ago, and 
remembered the outline of his talk+ He was talking 
to students and began by pointing out that they 
were being urged to love truth for truth's sake 

and he commented on this; then he Spoke of sport 

for sport's sake and dealt with the danger of 
professionalism and the commercial motive in sports; 
then he urged: love for love's sake; and finally 
touching on thé religious field in the phrase, 'God 
for God's sake!. Perhaps this approach was ae 

the more effective in that it dealt with sport not 
as an isolated fact in tae Oi but as part of the whole 
process. 


Ils: Evolution; Lts Truth and. Signiflance. 
IIIT. Sunday Observance. 
Not just a few Bible passages, with a final exordium 
to.let conscience be your guide, but some concrete 
advice on how to spend the day, what to do, what not 
to do. 
IV. Is popular music opposed to religion and morals? 
Why are modern preachers so much opposed to jazz? 
Ve A Sermon on Prayers 
Ae In the preceding school session, the: Superintendent 


had asked some of the men to lead in prayer, pre- 
facing his summons with this story of a remarkable 


w 4 « 


answer to prayer right in their own community. ‘this 
was the story: ) 


A lady going out to be a missionary had 
wanted some particular kind of tin pans 

to take with her, but every store she went 
to failed to have these articles in stock 
or to know where they could be purchased. 
She asked divine guidance in the matter, 
however, and one day she went into a store 
where one of the Floral Park people hap- 
pened to bee She inquired forthe article, 
but was told they did not have them. So 
the. man stepped up, and said’ that he lkmew 
where they could be obtained and would be 
glad to get them for her. The woman had 
been guided to that. store where the man 
had also been guided, etce, etCe 


I asked them if they wanted sermons on prayer that would 
give concrete instances of such astonishing answers to 
prayer. They said, no; Why? Because the story of the 
tin pans seemed fishy. It was too much of a sales-talk. 
I asked how many were helped by such stories. No 
responsese How many reacted against the story? Seven 
votese Some thought that such stories were all right 
for children, however. I asked if such stories wouldn't 
encourage the children to think that if they asked the 
celestial Santa Claus for things, he would have to 
deliver: the goods. Some, however, thought that it 
wouldn't hurt them anyway. On the whole, however, they 
were not interested in reputed answers to prayer. What 
did they want treated in a sermon on prayer then? 


One suggested this: Was group prayer beneficial? — 


‘he one who proposed this recognized the value in per-~ 
sonal prayer, but doubted the value of group prayere 
‘he leader told of a man whose child had recently been 
sick unto death and at a lodge meeting had asked the 
members to pray for her recovery. They had done so, 
the chaplain touching every one very deeply with his 
intercession. The child recovered, and the father felt 

that their fervent supplication nad contributed abated ot to 
the recovery. 


One boy: ‘Was it not just a aes that the aie 6 
cast on the group?! 


fo Ppetiat their point, (if asked them to be more specific 
and one said that he didn! t see much gah in a hagas 


tice a 


together the Lord's Prayer. I asked for a vote on this 
question; if there were a preference between just repeating 
together the Lord's Prayer, or listening to some chap on 
the platform pray, which would they prefer; of those vot-~ 
ing 


5 favored common use of Lord's Prayer 
3 favored the individual chap leading in prayer 


The reasons given by the three were that he would at least 
be ape to pray for something new while they had heard the 
Lord's Prayer so many times that they almost forgot what 
it meante 


One boy: ‘Would he pray for something new? The minister 
prays for the same thing over and Over again. He prays for 
the cabinet, and for all the cats and dogs in the neighbor- 
hood. 


Some of them thought that a sermon on the Lord's Prayer 
would: be a. good thing to make their use of it in common 
more vitals 


I then asked them which they would prefer, a sermon on the 
value of common prayer, or an actual demonstration of its 
power in fusing a group into a single unity. They answered, 
the demonstration; although there might still be an op- 
portunity for an interpretation of its value. 


Someone then interrupted: ‘What is worship anyway?! So 
we prepared to usé some chalk on the blackboard. But about 
the only answer vouchsafed was ‘Communion with God'. I ex- 
plained that worship meant the attributim of worth to a 
God, and then asked what this involved. They mentioned 


Reverence 
Humility 
Gratitude 
Praise 


I asked if humility were a good thing or bade Did the American 
boy need more bumility or less? Was he too self-confident? 

Or was he not sufficiently self-confident? The boys seemed 

to think that there was a happy mean between the under-con- 
fident who think less highly of themselves than they ought to 
think, and the over-confident who think of themselves more 
highly than they ought: to think. Several testified that in 
their opinion the man who felt his own weakness but God's 
strength would be stronger than the’ man who felt his: own 
strength and perhaps God's weakness, altho they did not phrase 
it exactly this way. On the. whole, it was a good thing for a 
fellow to learn his place in the universe and before God. 


Well, what did praise imply? Did it do God any good? They 


Wa By me 


wouldn't say about that, but they did think it did the man 
who prayed good. Was its main value subjective? Yes. Well, 
if we believe it is subjective, what difference will that 
tend to make in our practice. 


One boy: 'We shall not engage so much in regular prayer at 
stated periods as in self-examination in times of need.' 
(Upon further questioning, he explained that he did not mean 
to limit self-examination just to times of crisis. Times 

of need were frequent.) 


I then asked if there were fallacies in the following analogies: 


Ae A man may.not feel hungry at stated times; but human ex- 
perience demonstrates the advisability of eating three 
times a day. We do this in the interest of physical effi- 
clency. So aman may not feel like praying at stated times, 
but on the whole. spiritual efficiency suggests regularity 
in habits of devotion. You may not feel like going toa 
church nor in a prayerful mood when you go, but you ought 
to go just the same as you’ go to the table to eat .whether 
you.are real hungry or note 


Be. Regularity in saluting the flag at school makes for patriot- 
ism, and gives one a real sense of national duty, so that 
he 1s ready when the emergency comes. He salutes the flag, 
although he may not be fully aware of all that the flag in- 
volves. He does not see ‘the country’. So, regular saluta- 
tion to God through prayer, even if we were unable to ob-~ 
jectify God or to see Him made for a sense of duty towards 
God and our fellow-men which stood us in good stead in®time 
of testing. 


One of the boys thought that there was a fallacy in the analogy some- 
where, but he couldn't tell where it was» In regard to (B) some thought 
that the salutation of the flags at school was largely bunk, but one 
admitted that if it were done with greater ceremony, bugles, etc., it 
might make a more lasting impression. I then asked if the wise teacher, 
either before or after the salutation of the flags would not do well 
to tell some story or fact regarding America or great Americans which 
would help the child more consciously to see the greatness of the country 
to which he was swearing allegiance. ‘They thought this would help." 


Several things stand out in relief in this illuminating report: 
1. The young men would recognize a connection between 

services of worship and life situations (e.g. preach 

on commercialized sport). | 


2e They insist upon reality in religious experiences (e.2 
their reaction to the prayer incident of the missionary). 


3. They appear to seriously question the objective value of 
prayer. 


mi eeicu 


The Rock Island group gave their opinions in these words:- 


"Worship is giving expression to the spiritual emotions". 
‘Worship is an expression of our love for God and a feeling of our 
great need.” "TI like individual worship best". "I like the music 
and silent meditation.” "I like the enthusiasm of the evening 
service.” "Not much worship outside of a regular service except 
private worship. Unless the worship is carefully planned for it 
does not materialize." "Worship on the golf course is bunk." 


Their practical suggestions for improving worship incident 
in situations and in services of worship were as follows: "Un- 
selfish service - difficulties met. and overcome. Good music. 
Prayer. Silence. Ritual and architecture." "More democratic ser- 
vices. A variation of services. Participation in all services. 
Don't cling to one type of service. Create a larger appreciation 
of music and meditation.” 


| The Barron group suggested improving fforship by "More in- 
dividual effort for selves and others.” 


The Bay Ridge group discussion was well summarized by. the 
leader as follows: "There was a feeling that many boys ‘just 
count 40' during prayers; go to service because they have to; and 
to meet the girls afterwards. A few (2 of the 135) felt they really 
could worship, i.e. pray and. find communion with God, in the church 
service. itt agreed that boys 'worship' was most easily before 
retiring - while in bed = when arterials about their conduct that 
day. They like worship in. a church building whi ch is architecturally 
designed to stimulate worship; but the ‘dry’ sermons certainly dis- 
count much; that is; hel pial: in the rest of the service. .The:worship 
which gets them the furthest.is that which helps them to find their 
unselfish attitudes in the everyday conduct problens which they are’ 
facing. This sort of 'meeting' or meditation helps God to.come } 
nearer to them". . : ‘ ‘ aoe 


Summary - All these reports seem to indicate that young men 
expect worship to be experienced in life situations as well as in 
services for.the purpose. In the latter participation by the group 
is an important factor. Reality is vital in religious experience. 


Os (Saks 
WHERE DO BOYS GET THEIR INFORMATION ON MATTERS OF SEX? 


Two reports were received. 


1. Barron, Wisconsin, 6 High School, boys, age 17. 
2. Live Oak, Florida, Group of colored students 
from Florida Memorial College. 


The reactions of the Live Oak group is simple, but 
direct and reveals a real: comern on the-part of these negro 
young mene | 


"So many of the strange answers come from parents 
as follows: The Stork brought them, and "Santa Claus." 


"Boys should get their early information correctly 
from their parents." 


"There is too much a tendency upon the part of 
parents to misquote the correct answer of "child=birth."” 


"T think that boys get too much vulgar talk from 
older boys, which give to them false and quack experi- 
ences of their own lives which causes them. to try out 
their own life." 


"Be frank about the thing. Put it in a decent form.” 


"T think if a father would take his son and give 
him from time to time a heart-to-heart talk, we would 
be better informed along these lines." 


The Barron report was very fragmentary. On one point it 
threw some light, namely that one of the points of difficulty for 
the group was that of terminology in dealing with sex matters. 
Also that: another area. of trouble lay in their actions. These 
problems are doubtless far deeper than their simple words may 
seem to indicates 


WHAT ARE THE RIGHT PRACTICES IN THE RELATIONS 
OF BOYS AND GIRLS 


While this topic seems by general consent to be one of the 
principal ones faced by boys, yet the amount of discussion held 
has not been so great as in the case of Home, and one or two 
others. We have discovered in a good many of the reports that 
certain things inherent in the problems were not really brought 
out into the open. As to the standards that boys hold for the 
character and behavior of girls, these seem to be high and ace 
cording to conventional, chivalrous, generally accepted tradi- 
tions. It is only fair to say that at least a majority of the 
boys from whom these discussions were reported have been those 
who have come from Christian surroundings. 


When we enter the field of questionable practices by boys 
and girls in their relations to one another such as "necking," 
kissing, etc. there seems to be a pretty general attitude that 
such things are not the best, that the boy can have such if he 
wants it, that the girl is influenced to some extent by his 
desires in the matter and his approaches to her. He does not, 
however, respect her more, but rather less for it and would 
usually deprecate it in his sister or future wife. It is rather 
illuminating to find that a good many boys claim that they are 
led into such practices by the suggestions or approaches of the 
girls. 


3 The following statements taken from the discussion reports 
will show the trend - “If a fellow wants a thot! date he gets it, 
if he wants a ‘clean! date he gets it” (South Bend, Ind. 45 High 
School Boys, age 17). "One naturally looks for strength of 
character and sweetness in a girl, just as one looks to mother 
for them, so the opposite revolts. Smoking and profanity are. 
both results of trying to show off." (Gosatesville, Pa.) "A red 
blooded man would not like to have as a wife a girl who was 
promiscuous in her display of physical affection, he would not 
like to have a wife whom every one had 'pawed! over.” (Ohio, 
Older Boys! Gonference group) “Every red blooded fellow looks 
forward to a home life and a wife who has been careful of her 
relationships." (Another Ohio Older Boys! Conference group.) 


In meeting the problems in the relations of boys and girls 
it is gratifying to note that some seem to think that these 
should be faced together. The following are some statements to 
this effect. "There shonld not be a policy of silence on these 
questionable practices. Boys and girls should think and work 
these things through together, but possibly in separate groups." 
"Plan joint discussions with girls on these problems." "Ir eh 3 
best girl can't stand it, she isn't worthy of being your girl.” 
(South Bend, Ind. 45 boys, Av. Age a7). Always be frank with 
girls and have an understanding. (Ohio Older Boys! Conference 
group). "“Pfhey felt that boys and girls ought to raise their 
standards." (South Bend, Ind. 45 boys, Av. Age 17). 


~Qe 


The Ausceiunion at Bay Ridge, erookiya, tried the experiment 
of bringing the boys and girls together for a discussion of their 
common problems. There were between 12 and 50 in the group and the 
average age of the members was 17. ‘The girls were the first to 
urge this joint meeting. Two of these meetings were held jointly 
With girls of the ilakele own ages. Seven mee tings of the group were 
held in all. 


After walavat paetinne of . the boys by themselves the fol- 
lowing summary was worked out and approved by them before they met 
with the girls, and this constituted a background for their 
thinking. This summary was the background of a statement made by 
one of the boys at the meeting with the girls as representing an 
outline of their thinking and preblems. A somewhat similar state- 
ment was made by one of the girls. This was followed mE s discus- 
sion, a summary of which is Bay on, further on. 


Here follows che summa ry presented by the boys. 


As SUMMARY OF DISCUSSION ON RIGHT 
| PRACTICES IN THE RELATIONS 
OF BOYS AND GIRIS 


(Class of WRF. Stier,’ Chursh Senood of the tinien Gherch 
of Bay Ridge, Nov. 26, 1925 - 12 - 30 boys, Age 17.) 


"In thinking into this problem we noted that the question 
of relation between boys and girls arises in the following every- 
dey situations:- 


lL. When we try to function in ovr social relations. 

&e At dances we seek out girls not boys as dancing 
companions. 

b. At the movies, sentimental love stories held our 
attention. 

ce. Inathletics, in the home, at chureh, at school 
and in some ways in business, we are conscious 
of the fact that we act differently, firstly, 
when the others present are just women or girls 
or perhaps just one girl; secondly, when the 
others present are both men and women or boys 
and girls; and thirdly, when those present are 

| only fellows or men. 

ad. At parties, necking" is popularly considered 

.. necessary in order that these parties may be 

properly pepped bd Kissing games are 
inevitable. | } 


2. When we travel on our subways. 
a. We find ourselves wondering why we should sive 
-¥p our seats to a woman. 
be. Many of us are physically affected by being 
| crowded against the girls in the +Taine. 


«Oe 


5. When alone with a bunch of fellows our conversation 
frequently drifts to the girls. 


4, When we are alone with ourselves our thoughts turn 
easily and frequently to our relations with girls. 


"We did not all agree on what we considered questionable 
conduct on the part of either girls or boys in these situations; 
however, in general the following action was frowned upon by 
most of us. 


- DONE BY Boys 


p Deliverately attempting to take liberties with girls “ 
espe cially ‘petting! 

2. Failing to keep. conservative postures when dancing. 

$3. Subway and movie mashing. 

4. Gonsidering a girl a weaker sex in tennis, for example, 
or in business and failing to meet her on equal 
terms, with men. 

5. Treating sisters less respectfully than other girls. 

6. Telling stories to fellows, one would be embarrassed 
to tell in a mixed group. 

7. Not giving our seats to women in crowded cars. 

8. Refusing to find other interests than girls to absorb 
our thinking. 


DONE BY GIRLS 


1. Failing to assert their equal rights in athletics, in 
business and in the church. 

2. Allowing fellows to take liberties with them - in fact 
giving the impression that they expect to be 'petted.! 

So» Expecting the fellows to take the initiative in parties, 
church affairs, athletics, recreation, visiting, con- 
versation, etc. 


ass Ss = elUelClUellCU 


"Why these practices are considered questionable by some? - 
is a hard problem to answer. ‘here is no doubt about the fact 
that the practices which were objected to, are leas frequently 
questioned by us than by our parents or by other adults. 


"We did, however, agree that boys ought to be more consistent. 
in their relations with girls. We regret that the same fellow does 
not treat all women with the same respect. We have noticed that 
some boys maintain companionable relations with the girls they go 
with 'seriously' and make fools of themselves and of their girl 
friends with whom they purpose only to flirt. We have also observed 
that some of us believe that some of the things we have mentioned 
should not be done by boys, at the same time we are aware of the 


~te 


fact that some of us have ‘fallen from grace,’ whereas others 
might not practice what they preach even in the future. 


"We have been asked whether we believe that the intention 
of a boy and girl have toward one another determines whether or 
not it is right for them to kiss and fondle each other. Again, 
it was asked whether we believed it was right or wrong for a boy 
or a girl to take liberties one with another, if they are 
looking forward to being engaged. Most of us believe that the 
self-respect a boy or girl wants at the time of their marriage 
should cause them to respect each other end their companions 
and refuse to allow or take liberties. Above we have admitted 
that young folks do not always practice what they believe. 

While in this discussion we soon discovered that there is great 
diversity of opinion as to what is meant by ‘taking liberties.! 
Some of the fellows thought one thing, others referred to still 
other matters. A seale of sex relations was then laid out and 

the following steps were marked off:- ‘Taking an arm when walking 
alone with a girl, kigaing » mecking, ' ‘petting, ! sexual inter- . 
course, parenthood.s! Some fellows believed that ‘taking liberties ' 
meant '"kissing' or ‘attempting to kiss!; however the majority felt 
that no liberties were taken until ventures in "petting! were 
made. This group felt that the line of justifiable action must 

be drawn with ‘innocent necking!, One or two did, however, | 
express thomselves deeply concerned over the fact that even this 
relation was too flippantly indulged in by too many young people. 


- “the group is anxious for help on this problem and seeks 
advice and counsel with reference to at least the following 
questions:- 


1. How ean boys and girls determine what their conduct 
should be in these situations? 

2. How far can boys and girls go in talking these 
practices over together? Should the customary 
practice of silence betweon boys and girls on 
these matters be continued? Why? or why not? 

Se Prom What sources can we get dependable information? 

4. What should be the ideal relationship between bdys 
and girls? 

5. fo what degree are we as a group and individuals 
‘setting the pace’ for others to follow? How can 
we be more helpful? What will we plan to do to 
create and maintain high standards of Christian 
liv | 

6. What suena we as individuals cut out or what ought 
we further to do to raise our groups! standards 
as well as our own personal practices? 

7. What does the spirit and the teachings of Christ 
have to sey about these matters?  _ 

8. As we look forward to a home of our own, what are 
the things that we should think about mos +?" 


soe ne Gases 


B. SUMMARY OF THs JOINT pIScUSs ION 
Li introductory Discussion 


a. “What do the girls. mean when t Srey want to 
practice equality?” 

b. “What is there wrong about 'light petting?" 

Gc. Why can't we discuss these problems with the 

| girls themselves?” 

Why do some of the girls feel so keenly that 

dove is not possible.in the teens?" 

e. “Why dontt the girls object to petting?" 

"Why do they seem to like it?" ~ i.e. “expect 

as to take the initiative in Fria 


de 






‘Problem D: 5 duke ton ae | st 
a, “Thinking into the: Situation." 





2. 


"The boys were most hee al over the Petting Problem. 
They themselves (i.e. all but 2 or up confessed that they really 
felt no pangs over indulging a bit; though all insisted that it. 
most 'not go beyond the neck'. Girls seem te be too desirous 
for such parties and with hats, suggest hone are always leading 
on most of this bunch. ~ 


"The boys felt that many fellows acted questionably by 
bringing liquor to dances and girls were too anxious to show off 
by wanting to smoke. | 


b. “Locating the Problem.” 


one of the practices in Boy and Girl relations were 
chiefly questioned by adults. The boys all want a single 
standard for boys and girls. It is not old-fashioned to 
believe that self-respect a boy or girl wants at the time of 
their marriage should cause them to respect each other and to 
refuse to allow or take personal liberties. The trouble is, 
however, that both girls and fellows casily ‘lose their heads 
and self-control, when they think they are in love.' A few 
of the fellows said they could not respect a girl if she lost 
her self-respect. They believed that public opinion favors 
the girls too much. | 


c. "Help on the Problem." 


"Right conduct in these situations is best determined 
‘by frank discussion.! We have spent six hours in formal con- 
ference with girls on these topics. in our group there was no 
age ei ih silence! even on sex matters. Several have read 
Gray's book #26, SHOR Ah it tgood!- ' course a preacher would 
say it that way.t ‘The books of the American Sex Education : 
Association (Edson and others) appealed especially. The bunch 
4s anxious for dependable information about the psychological 
effects of petting, masturbation, sex revery. 


oe 


a. “Next Steps" 


another Gwnrerens . An 

Find out what tlove? really means. 

Give the girls a chance to try out their independence 
theories. ‘Of course we'll see whether it is pos- 
sible to make a pal of a girl = most of us are 
prejudiced: but we'll give in and let them ere care 
of themselves for a while.! 


Oe Leader's pans os and Comment 


"Nuch of what has gone on in our groups eainek be recorded 
because no record was kept. The enthusiastic interest was too 
tense for our secretaries. ‘The leaders of the groups (boys and 
girls) believe much was accomplished by the joint discussion. 
The boys made fools of themselves because they did not sense 
the finer aspects of the ‘equality! appeal on the part of the 
girls. Then too the boys were the silly ones because ‘puppy 
love! was their apparent serious motive in relations with the 
girls. The girls did not, however, make clear why they wanted 
‘independence practiced’ and hence gave the impressions that. 
they were snobs. Both groupe seemed to have chips on their 
shoulders. 


"The leaders believe a serious sermon is needed on the 
deeper meanings of tlove'. The boys sense what's involved 
thowen they still think it funny to talk about serious love." 


The interest and results of this joint discussion is 
suggestive and encouraging for similar procedure on the part 
of other groups. Doubtless many questionable things that now 
obtain in relations with boys end girls would be easily and 
effectively cleared up provided boys and girls could come 
together under sympathetic and helpful leadership to openly 
and frenkly talk these Ghings oat 


On the question of the same or different standards for 
boys and girls the reactions sre somewhat variable but generally 
in the direction of a single | stendard. - "Girls! practices were 
as questionable as the boys." (South Bend, Ind. 45 boys ght thee: 
17). “Not doing the things he wants the girl not to do.” 

"’ girl should be one that a fellow can look up to," "a ,oirl 
is supposed to be finer than a boy, and act accordingly." 

"Expect more from a girl.” "A real girl is far above the average 
man in goodness and perfection of character.” | ,(coatesville, Pa.) 
"She has a right. (to smoke) if the man has. "The group opined 

that a girl hes as much freedom (to smoke) as @ Re. a further, 
however, that she would not make a good mother.” “All right for 
girls to smoke as long as boys smoked." "A fellow should the 
himself' under any circumstances and regardless of the lengths 
to which a girl might be willing to permit him to go.” (Above 
four opinions are from four Ohio Older Boys! Conference groups. ) 


Pay Pm 


fhe questionable practices mentioned in the discussions 
80 far reported are “Petting”, "Kissing", “Rotten talk to girls 
and about them", "Improper dancing, drinking, smoking," "Making 
dates with girls who were known as thot!.” hairis dress s0 as 
+ to get a fellow going.” “Cutting classes for parties." 

' "Gambling" * "He cking ° . sy 


~A sense of chivalry lingers here and there. "Set an 
example of friendship and mutual respect in all our relations 
with girls as a club and as individuals.” (South Bend, Ind. 
45 boys, av. age 17) “Always being a gentleman." "Finest 
thing created, (iee. girl)" "A real girl is far above the 
average man in goodness and perfection of character." "Uphold 
womanhood." (Coatesville. ) Brg wai tee 


. Summary - The difficulties in the relations between boys 

and girls gather to some extent around a few practices such 

. @8 smoking, gambling, etc. but more especially around doubtful 
practices that are’ comected with sex feeling, sex stimulus, 
“and Bex releasé. Thé general tendency is for boys to expect 
from thé girls only such conduct as they would set up for them- 
selves. It is encouraging to note a very evident and pretty 
general feeling on the part of the boys that these problems 
should be faced and worked out together by boys and girls in 
mutual self-respect. " af : 


It is significant that in this realm of difficulty the 
boys show an encouraging tendency to regard these problems. 
such as they (and the girls) can work out together. That the 
solution lies inherent in them. One group (\inston-Salem, 
W.G..15 boys, age 14-17) in summarizing the blame for the 
objectionable practices in the relations between boys and 
girls listed the following: |. 


' Boys 
Girls ma 
Leck of rule of parents 
Companions 
Public attitude 
Papers and magazines 
Movies. : ea 


RMe@Aode 


“as we look over this list we see that only one of the. 
great institutiona of society is mentioned in this connection, 
namely, the Home, and that rot as an institution but es rep- 
resented by the parents. ‘the boys and girls are themselves 
first named, then after the parents come the companions and 
- other factors which operate in life generally, and not neces~ 
- garily in life as comected with the institutions of society. 


"It should be pointed out that in dealing with this 
question of the problems gathering about sex we are deeling 
with e different kind of problem than that of the Home (as 


en institution), the School, the Church, and Business.” 


YOUNG MEN AND THE HOME 


The three discussions reported upon this topic are of such a 
character that they will doubtless contribute more if given sepa- 
rately rather than if combined in a summary. 


A group of 16 Colored young men age 20, college students at 
Florida Memorial College, Live Oak:- “There are no things as I see 
it, that boys miss who do not have homes, for indeed those boys 
who do not have homes, and who have to take life as they find it 
make better men. I think that boys who have homes do not usually 
appreciate them successfully. I think it would be effective that 
a boy should be responsible for help building his home, being paid 
for what he does, thus teaching him the world's responsibility. I 
should say that parents should take their boys in business along 
as partners and not as slaves or hired servants. A boy cannot know 
what he can do when he is a man until he has been tried to find out 
what he can do while he is a boy", (Notes taken of the discussion). 


The summary given on the report is as follows:- "They seem to 
be having very much difficulty in trying to discover what a boy - 
really misses if he has no home. They seem to think boys without 
homes make better men in the future. The matter of having decent 
homes to which the boy might feel welcome to go in case he fails, 
but not wholly dependent upon a home of plenty and parents who must 
see him through school and life without any worthy effort upon his 
part. Feasible plans might be suggested as follows: (a) To have 
boys see that a home is the salvation to tYoutht. (b) More close co- 
operation upon older boys as to prize home spirit. (c) Franikmess 
upon the part of men who have not had homes as to how they meet the 
situation in life". 


Ten young men (students and employed) age 17 - 23, at Rock 
Island, I11., found in the subject a vital issue. “This discussion 
revealed a real interest on the home problem. The most important 
of our institutions and the hope of our future. A good home means 
a desirable citizen. Parents are not careful enough about home 
influences, care of children, planning for future, amusements, home 
owning, providing for future, ete. Society has created an unwhole- 
some custom of looseness, extravagance, and loose conduct. There is 
a lack of restraint. It exists in homes and among adults generally. 
People are living at too fast a pace and many not able to keep up. 
Apeing the rich. Influence in my home for better conditions. Sug- 
gestions to others. Practice sane living. Campaign in pulpit and 
school for better home conditions.” 


Twenty-seven young men of the United States Army at Port 
Monroe, Va., agé 25, expressed themselves with great clearness upon 
the subject. The report is given just as sent in:- “On what things 
are you (young men) thinking differently today from your parents: 


1. Advice. Want less given. Want more freedom to choose 
and decide. 

2. More freedom and indulgence in athletics and recreation. 

3. Clothes. Take up with the newer styles. Dress like 
those of our ‘set’. 


4. Dancing. 
5. Relation between the sexes. Less conventional today. 
More freedom. | . 
6. Incline toward less religious 'restraints!. 
7. Going out at night. 
8. Young men today are more advanced in education than 
their parents. 
9. Want more leisure. 


What are the home customs of your experience that most appeal 
to you: , | 


1. Family prayer. 

2. Proper discipline. Punishment when needed. 
5s Respect for older people. 

4. Strict enforcement of geod manners.. 

5. Being trained to work. 

6. Taught to be thoughtful of others. 

7. Brought up to attend Sunday School andChurch. 


As you look forward to your own home making, what changes will 
“you. mA from the practices or belief of your parents? 


1. Make punishment strictly just; make doubly sure it is 
needed, and that it is the best cure for the deed. 

2. Avoid favoritism to any child. 

5. Imparting right instructions about sex matters. 

4. Will not favor sons going into the army. 

5. The group was evenly divided on the point whether husband 
and wife should decide family affairs on a 50-50 basis or 
a 60-40 basis, the latter recognizing the husband as ,nead 
of the family on questions where one mind is needed." 


In this report several things are worth special notice. 


a, Of the appealing home - customs, family prayer, and 
proper discipline come first. 


be In the homes” they will build - children are to have 
"right instruction about sex matters", and fathers 
"will not favor sons going into the army" 


SSCA | 
WHEN IS FURTHER EDUCATION FOR A YOUNG MAN WORTH WHILE? 
Two reports on this topic were received. 


1. Ft. Monroe, Va.,40 young men, age 25. 
All are soldiers in the U.S. Army. 

Ze Live: Oak, Florida fhe of colored students at 
the Florida Memorial Co legee 


The Army group gave a good report on the reasons why young 
men do not have a better education than they are now trying to get 
along with. They are stated below just as rebdorted. 


"Many do not want it badly enough. 

Some have had to stop school and go to work. 

Tack of necessary energy. 

Lack of foresight. Do not measure the future. 

Many do not know the real meaning of an education. 

Lack of ambition, of the necessary urge. 

Thrown in with poor school facilities when they were young, 
which did not arouse a desire for an education. 

Some want it but are not willing to pay the price. 

Many are too easily discouraged. 

Often the son depends too much upon dad to see him through. 

Parents are sometimes negligent and fail in their duty of 
sending the young man to. a good school and arousing him 
to the desire of a better education. 

some wouldn't heed their parents when they tried to keep them 
in school and open the way. for a better education." 


some of the statements of the Live Oak group are interesting. 


"The educated man is the man who knows how to live with 
people. : ! 


"T think religions and business are the highest types of 
education in the world today. 


"Boys dread continuing school on account of their 
financial works or problems. 


"T think a man's efficiency depends upon his honest 
living." 


OUTLINE NO. 11 
WHAT ARE THE RIGHT PRACTICES IN THE RELATIONS OF BOYS AND GIRUS? 
(For boys 15-17 and young men 18-25)* 


(1-14% hours’ discussion) 


Note: This outline deals with but a single probhave the usuallen and therefore does not have the usual “Introductory Discussion.” 


i 
ie 


itt 


Thinking into the Situation. 


In what everyday situations does the question of re- 
lation between boys and girls arise? List these situa- 
tions. 

What things are boys doing in these situations which 
are questionable? List these practices. What things 
are girls doing which are questionable? List the 
practices of girls. 


Locating the Problem. 


Why are these practices considered questionable? 
Are some more questionable than others? Why? 
Who questions these practices most, adults or boys 
and girls? Why? 

What attitude should boys and girls take toward these 
practices? 

Some people believe that the intention of a boy and 
girl have toward one another determines whether or 
not it is right for them to kiss and fondle each other. 
What do you believe? Why? 

If a boy and girl are looking forward to being en- 
gaged is it or is it not right for them to permit and 
take liberties one with the other? Why? 

Some people believe that the self-respect a boy or 
girl wants at the time of their marriage should cause 
them to respect each other and their companions and 
refuse to allow or take personal liberties. Is this or 
is it not an old-fashioned idea? What truth is there 
in it? 

If girls expect their boy companions to fondle them 
and invite ‘‘cave-man” and “‘sheik’’ methods, how far 
should a fellow go? 

a. Should he or should he not respect such girls even 
if they have lost their own self-respect? 

b. What weight should a boy’s own self-respect have 
in such a situation? 


10. 


i+. 


1®, 


If boys demand privileges of girls and consider girls 
who vield as popular, what effect does this have upon 
the attitude boys and girls take toward each other? 
Summary Question—What seems to be the real 
problems in the right relations of boys and girls? 


Help on the Problem. 


How can boys and girls determine what their conduct 
should be in these situations? 

How far can boys and girls go in talking these prac- 
tices over together? Should the customary practice 
of silence between boys and girls on these matters be 
continued? Why? Or why not? 

From what sources can boys and girls get dependable 
information? List them. 

Leader: Assign to members of the group to review 
“Men, Women and God,’ by Gray. 

What do you think of the attitude which Dr. Gray 
advocates in “Men, Women and God?” 

In the light of our discussions, what should be the 
ideal relationship between boys and girls? Why? 


Next Steps. 


What can the Association and our group do to attain 
such a standard? 

To what degree are we as a group and individuals 
“setting the pace’ for others to follow? How can 
we be more helpful? What will we plan to do to 
create and maintain high standards of Christian liy- 
ing? 

What should I cut out or what ought I further do to 
raise our group standards, as well as my own per- 
sonal practice? 

Note: This problem of the relations of boys and girls is 
carried further in the outline “Young Men and the Home” 


which can logically be taken up as a continuance of this 
discussion, 


*When this outline is used with young men substitute the words “young man” or “young men,” for “boy” or “boys”; make 


the same changes as between girls and young women. 


no 


GUTLINE NO. 12 


YOUNG MEN AND THE HOME 
(For use with young men 18-25) 


(1-2 hours’ discussion) 


Note: This outline deals with but a single problem and therefore does not have the usual 


“Introductory Discussion.” 


It would be well to precede this discussion with the one provided 


for in the outline “What Are the Right Practices in the Relation of Boys and Girls.” 


Thinking into the Situation. 


On which of the following things do you think dif- 
ferently from your parents. 


Note: The leader should have the list below mimeographed 
with space between the lines for writing. A third blank 
column should be left. (See IV-7 below.) Each member of 
the group should be given a copy just before the question 
above is asked. <A short discussion (4-6 minutes) should 
follow the filling in of the answers to the items. This 
should consist largely of comparison of answers and can 
be done by asking several to report. 


Parents’ Practice Your Own 
Money matters ..cyesi on 
Homevowning a2 ors te 
Moving from place to place 
Number of children...... 
Care of children. ;..-.7.-. 
Education (self and chil- 
She) eae ncat, Smee e 
A misementsea oe ence eee 
Providing for the future. . 
Vacations hi ce eae oe 
Entertaining relatives 


Sexvlifev he oo: ae oe 


SEK De Nae oie oe eee ae 
Wrorshipie.g.e ei eames 
Divorceperac sn. «a. soma 
What are the home customs of your experience that 
most appeal to you? 


3. 


II 
4. 


Lite 


5. 


What is the difference between a place to. live and a 
home? 


Locating the Problem. 


As you look forward to or enter upon your own home 
making, what are the things that you think about 
most? List these answers under two headings: 

a. Conditions due to society as a whole and beyond 
your control. 

b. Conditions due to Racial, Social, Religious, Eco- 
nomic prejudices of your own which you might 
change. 


Help on the Problem. 


In your own home what changes will you make from 
the practices or belief of your parents in regard to I, 
1, above? 


Note: Leader will note the things on which there seems to 
have been a difference of opinion and select them for dis- 
cussion. This may require one or more additional sessions. 
The leader, in consultation with members of the group, will 
doubtless want to work out a discussion procedure for such 
sessions. Each such subsequent discussion should close 
with the questions of IV, below. 


IV. Next Steps. 


Ge 
The 


8. 


What are your reasons for making these changes? 
What does the spirit and the teaching of Christ have 
to say about each of these matters? (Put these 
answers in a third column above, z.e., I, 1.) 

What are the immediate steps you suggest for making 
column 2 and 3 agree? 


YOUNG MEN AND THE HOME 





The three discussions reported upon this topic are of such a 
character that they will doubtless contribute more if given sepa~ 
rately rather than if combined in a summary. 


A group of 16 Colored young men age 20, college students at 
Florida Memorial College, Live Osk:- "There are no things as I see 
it, that boys miss who do not have homes, for indeed those boys 
who do not have homes, and who have to take life as they find it 
make better men. I think that boys who have homes do not usually 
appreciate them successfully. I think it would be effective that 
a boy should be responsible for help building his home, being paid 
for what he does, thus teaching him the world's responsibility. I 
should say that parents should take their boys in business along 
as partners and not as slaves or hired servants. A boy cannot know 
what he can do when he is a man until he has been tried to find out 
what he can do while he is a boy", (Notes taken of the discussion). 


fhe summary given on the report is as follows:- "They seem to 
be having very much difficulty in trying to discover what a boy 
really misses if he has no home. They seem to think boys without. 
homes make better men in the future. The matter of having decent 
homes to which the boy might feel welcome to go in case he fails, 
but not wholly dependent upon a home of plenty and parents who must 
see him through school and life without any worthy effort upon his 
part. Feasible plans might be sugsested as follows: (a) To have 
boys see that a home is the salvation to 'Youth'. (b) More close co- 
operation upon older boys as to prize home spirit. (c) Frankness 
upon the part of men who have not had homes as to how they meet the 
situation in life”. : | 

| Ten young men (students and employed) age 17 - 25, at Rock 

Island, Il11., found in the subject a vital issue. "This discussion 
revealed a real interest on the home problem. The most important 
of our institutions and the hope of our future. A good home means 
a desirable citizen. Parents are not careful enough about home 
influences, care of children, planning for future, amusements, home 
owning, providing for future, ete. Society has created an unwhole- 
some custom of looseness, extravagance, and loose conduct. There is 
a lack of restraint. It exists in homes and among adults generally. 
People are living at too fast a pace and many not able to keep up. 
Apeing the rich. Influence in my home for better conditions. Sug- 
gestions to others. Practice sane living. .Campaign in pulpit and 
school for better home conditions." 


Twenty-seven young men of the United States Army at Port 
Monroe, Va., age 23, expressed themselves with great clearness upon 
the subject. ‘The report is given just as sent in:- "On whet things 
are you (young men) thinking differently today from your parents: 


1. Advice. Want less given. Want more freedom to choose 
and decide. | : | 

2. More freedom and indulgence in athletics and recreation. 

3. Clothes. Take up with the newer styles. Dress like 

those of our ‘set’. 


4. Dancing. | 3 

5. Relation between the sexes. Less conventional today. 
More freedom. | 

6. Incline toward less religious 'restraints!, 

7. Going out st night. 

8. Young men today are more advanced in education than 
their parents. 

9. Want more leisure. 


What are the home customs of your experience that most appeal 
to you: | 


2. Proper discipline. Punishment when needed. 
Se Respect for older people. 

4. Strict enforcement of good manners. 

5. Being trained to work. 

6. Taught to be thoughtful of others. 

7. Brought up to attend Sunday School andCGhurche 


As you look forward to your own, home waking, ‘what ‘iid des wild 
you make from the practices or belief of your parents? 


lL. Make punishment strictly just; make doubly sure it is 
needed, and that it is the best cure for the deed. 

2. Avoid favoritism to any child. 

5. Imparting right instructions about sex matters . 

4. Will not favor sons going into the army. 

5. The group was evenly divided on the point whether husband 
and wife should decide family affairs on a 50-50 basis or 
a 60-40 basis, the latter recognizing the husband as ,nead 
of the family on questions where one mind is needed." 


In this report several things are worth special notice. 


a. Of the appealing home ~- ‘qustoms, family prayer, and 
proper discipline come first. 


b. In the homes they will build - children are to have 
"“pight instruction about sex matters”, and fathers 
"will not favor sons going into the army" 


OUTLINE NO. 13 


YOUNG MEN AND THE CHURCH 
(For use with young men 18-25) 


INTRODUCTORY DISCUSSION (45 minutes’ dis- 


cussion). 


Thinking into the Situation. 


How much time each week do young men you know 
give to the church? 

Note: Discuss this briefly, as its chief use is to lead into 
the next question. 

What things do young men do in connection with the 
church? Make a list of these. 


. Locating the Problems. 


If young men were asked to make up the program of 
the church, what would it look like? 


Note: This section of the material should be mimeographed | 


and a copy given to each member of the group, but not 
until this point is reached in the discussion. After giving 
out the material the leader should read the introductory 
paragraph aloud and then allow four minutes for marking 
the papers. The discussion will then proceed by the leader 
reading the statements in turn and calling for a vote in 
each case as to “yes,” “doubtful,” “no.” 

Below are some things on which young men have dif- 
ficulty. Read the list. If vou feel sure that your 
church could give help draw a circle around yes. If 
you are sure the church has nothing to offer draw a 
circle around no. If you are in doubt and would 
hesitate to suggest to a young man to expect help 
from the church draw a circle around doubtful. 


Yes Doubtful No 


How can a young man be sure 
of the right vocation? 


Yes Doubtful No A young man is losing ground 


in his struggle for personal 
purity. 

No A young man is in doubt 
whether to go to work or to 
go to college. 


Yes Doubtful 


Yes No Where should a young man go 


Doubtful 
to college? 


Yes Doubtful Is war compatible with Chris- 


tian belief and practice? 
Certain parts of the Bible look 
like stories incorporated from 
the folk lore of people living 
near .the Jews; ,but Mother 
believed the Bible was in- 
spired by God. 

A young man finds himself 
called a “Red” because he 
sympathizes strongly with 
Soviet Russia. 

He finds it hard to believe 
that Jesus was divine. 


Yes Doubtful 


Yes Doubtful 


Doubtful 


Yes Doubtful He wants to give to all good 
causes in his community, but 


his salary is barely sufficient 


Or 


III. 


to live on and to save up some- 
thing on which he expects to 
get married. 

Yes 


Doubtful A young man wants to marry 


but is not sure of his job. 
Yes 


Yes 


Doubtful 
Doubtful 


No 
No 


His girl has turned him down. 


What should a young man 
pray for? 
Yes Doubtful 


He has a strong dislike for 
Jews. He knows it is wrong 
but his set will drop him if he 
stands up for their just and 
fair treatment. 

Yes Doubtful No A certain young woman makes 
a very strong and wrong ap- 
peal to a young man, but it is 
hard to avoid dancing with 
her because she is so popular 
in his set. 


Yes Doubtful A young man wants to know 
how he can be true to his bet- 
ter self and to young women, 
in his courtship relations with 
them; he further wants to 
know scientfically about mar- 
riage relations and home 
building. 


Yes Doubtful 


A certain popular and success- 
ful young man in the com- 
munity would be a great help 
to the church and its work. 
He is a good clean fellow but 
does not waste time on things 
that do not count. - Can the 
church get him and hold him? 


What do young men say when they criticise the 
church? 


What seem to be the chief problems of young men in 


relation to their churches? 

Note: The leader will do well to write the problems as 
stated in the language of the group on a blackboard. He 
should then spend a few minutes discussing which of these 
will be discussed in the succeeding meetings. 


Summary 
The leader should take two or three minutes to sum- 
marize the entire discussion before closing the session. 


IV The Next Session of the Group. 


Before closing the leader should determine, by con- 
sulting the group, what further discussion will be 
helpful to the group. Certain phases of the problem 
of the church may have devéloped particular interest. 
The following two outlines may be helpful; the group 
may prefer to choose other topics and work on out- 
lines prepared by the leader in consultation with cer- 
tain members of the group. 


SOME SUGGESTED OUTLINES FOR FURTHER 


DISCUSSION. 


Problem A—Why Have a Church? (60 minutes’ 


discussion). 


Thinking into the Situation. 

What are some of the things done by the church? 
List these. 

Which of these are not done by any other agency? 
Check these on the list. 


Locating the Problems. 

Who in the community would miss these things if 
the church left them undone? 

If the church left them undone, what would happen? 
Why would you have a church in your community ? 


Help on the Problem. 
How would you describe to a Mohammedan or a 
Buddhist the value of a church to a Christian com- 
munity? 
How can you justify a church on the basis of the 
things it does? 
Who should determine whether or not there is a 
church in a community ? 
What would you say were the deciding reasons for 
or against having a church? 
Upon whose support does the church depend? 
Why do some churches have so much difficulty in 
keeping up their work? . 


Next Steps. 

If the continuation of what the church does in your 
community and nation actually depended upon your 
regular attendance and support, what would you do? 


If a person believes in the work of the church, what 
What things 


is his responsibility in regard to it? 
would you expect him to do? 


Problem B—What Attitude Shall a Young Man 


Nw = ee 


69 


or 


Take Toward the Church? (60 minutes’ 
discussion). 


Thinking into the Situation. 

What churches are there in your community? 

How many of these have you actually visited? 

What ones would the young men of your community 
miss if they should be discontinued? 


Locating the Problems. 

What reasons do young men give for not attending 
the regular services of the church? 

Certain young men attend church services and par- 
ticipate in its activities regularly. What are their 
reasons for doing this? 

Of the above reasons either for going or not going 
to church, which do you thing is the most valid? 
What should determine how much a young man will 
give in the support of the church? 

What attitude shall a young man take toward the 
church and its work in his community and in the 


world? 
Securing answers to this will be helped by using questions 
9-14, below. 


ITI. 
Y). 


10. 


11. 


12. 


13. 


Help on the Problem. 
In our discussion of A (if this topic has been taken 
up) there was a discussion of the reasons why the 
church should-exist. To what extent, if any, should 
these reasons determine the attitude of a young man 
toward the church? 


Some people believe the church should be supported 
for what it has done in the past, other people that a 
young man ought to go to church in order to build . 
up a habit of going to church. What do you thin’ 
about these views? 

Is the extent to which the church recognizes and 
makes provision for a young man’s need the sole basis 
for determining a young man’s loyalty and support 
EOE Es 

Should a young man determine his attitude toward 
the church on the basis of what he gets out of the 
church, or on the basis of what he can accomplish 
through it for his community and the world? Why 
or why not? 

There are several ways of working with respect to 
an organization or institution that is not what it 
should be. Which of the following seems to you to 
be the best method for young men to use with respect 


_to the Christian church? 


14. 


IV. 
15. 


16. 


a. 'To change the wrongs by working from within as 
a loyal member. of the organization. 

b. To quit the organization and let it take its own 
course, turning the attention to other things. 

ce. To quit the organization and try to bring changes 
by criticism from without. 

d. To agitate for the breaking up of the organization 
and creating a new one in its stead. 

What are your reasons for the choice of the method 
of procedure which you think best? 

On the whole, considering the contributions and fail- 
ures of the church during the past, and further con- 
sidering the present imperfect condition and the urg- 
ent need of society, what do you think a young man 
ought to do with reference to the church? 


Next Steps. 

If a young man believes that the church is an organ- 
ization doing good work and helping him and his com- 
munity, just what are the things you would expect 
him to be doing in relation to it? List these. 

How long will a voung man likely to believe sin- 
cerely in the church if he does not actively give it his 
cooperation? 


Problem C—What More Can the Church Do? (60 


II. 


or 


minutes’ discussion). 


Thinking into the Situation. 

How much do people know about what the church in 
your community is doing? 

Why do newspapers not print more about church 
happenings? 

How can one find out about the work of your church? 


Locating the Problems. 

What are some of the more common objections one 
hears about the church? 
Which of these are sound? 
Why? 


Which are not sound? 











6. 


DE 


ce, 


8. 


o. 


10. 


LV2 


lt 


In what way could the clrurch increase the worth of 


its service to its members and the community? 
This discussion will be aided by using questions 7-11, below. 


Help on the Problem. 


Should the church take sides on the principal issues 
in the community or confine its attention to purely 
religious service? What are the reasons in favor of 
each policy? What can be said for a middle course? 


Some urge the church to give itself to the promotion 
of individual and group thinking upon all issues, 
without committing itself as a church, as the best 
means for providing free discussion of what the spirit 
of Jesus would cause people to do if applied to these 
issues. As compared with the policies mentioned in 
question 7, how would you rate this policy? Why? 
What contribution to the religious life of young men 
do the services of worship of the church make? 

a. How can this be deepened? 

b. How can worship become spontaneously and vital- 
ly related to voung men’s everyday interests? 

Just where and how do you think the church can do 
more for your community? 


Next Steps. 
How would vou suggest going about it to improve 
and enrich the life and work of vour church? 


Problem D—What Is the Relation Between Being 


a Christian and Being a Church Member? 
(60 minutes’ discussion). 


Thinking into the Situation. 


If vou could determine the conditions of church mem- 
bership, what would you make them? 


Locating the Problems. 

Why is it that one continues to hear that “the church 
is full of hypocrites?” 

Why do some people contend that they can be just 
as good Christians outside the cliurch as they can 
inside? 

What relation *can vou discover between being a 


Christian and being a church member? 
This discussion will be enriched by using questions 
below. 


5-14, 


TL 


oO. 


6. 


10. 


Hal 


1k. 


Help on the Problem. 


To what extent can one be a true Christian and not 
be a church member? 
To what extent can one be a church member and not 


a true Christian? 

Note: Questions 5 and 6 may be discussed briefly and then 
the fuller answer worked out by using questions 7-11, 
below. 


Which is a truer way of looking at the church, as a 
place in which to worship or as an organization 
through which to work for the Kingdom of God? 
What would you call the person who thought the 
church was both a place for worship and an organiza- 
tion through which to work, a church member or a 
Christian? Why? 

Some Christian people. who believe the chureh should 
be an organization for work in the Kingdom and that 
worship should be a part of and connected with actual 
work, believe also that voung men must accept the 
responsibility of extending the Kingdom of God 
among young men of their own age through the use 
of various organizations within the church, such as 
their organized classes, departments, etc. What do 
you believe to be the duty of a Christian young man 
church member in this regard? 

If young men accept this responsibility, what would 
be the relationship between their church membership 
and Christianity ? 

To what extent can vou justify your church member- 
ship if it does not cause vou to assume responsibility 
for bringing fellows of your own age into a better 
way of living? 

What relation do vou think there is between being a 
Christian and being a church member? 


Next Steps. 

If the young men of your church should decide that 
church membership meant a truly Christian way of 
life, what would you suggest they might do to interest 
other voung men? 

To what extent could vou use athletics, social activi 
ties, inter-class and inter-Sunday school activities in 
reaching others? 

What plan would you suggest whereby the voung men 
in the Sunday school classes of all the churches in 
your community might cooperate in winning the inter- 
est of the boys of the community to a more Christian 
way of life? 


‘YOUNG MEN AND THE CHURCH 





I The Attitude of Young Men to the Ghureh ~ 


Young men have a good deal to say with reference to 
the church and its function in society. It is recognized 
as having a legitimate place and an important mission but 
as also needing much adjustment to present day conditions 
generally and specifically to the problems of young men, 
The opinions of young men as reported by the discussion 
group leaders we give here for their freshness and evideht 
sincerity. 


1. - "Fellows did not seem to think the Church was a real 
interest in their life at present. However most 
attended. Interest arose in discussing the relation- 
ship of young men to Church. They criticized the 
Ghurch for being uninteresting", (Freehold, Ny. dy 
10 boys, age 16). 


2, ~- "fhe boys do not like the ceremony and things that 
must be gone through before the sermon and then they 
discovered the ministers’ big problem, that is for 
him to have a sermon which will apply to the chiid 
of 6, young man of 16 and older person". 


3. - "One boy, in the course of the discussion, said ‘There is 


little real difference between any of the churches, 
not have all of the young men of the same age come 


together and be taught OY & person whose specialty would be 
to reach young people.' The boys want church life but 
they want interesting activities, stripped of mysteries 

» (Marion, Ind., 


and artificialities, vibrant with life 
55 boys, age 15-18). 


4, - "The problem is that the church does not touch the lives 


of young men where they live. It is not practical. 


is. not up to date. It is not helpful in helping a young 
man to find himself. It has been crowded out because of 


other more interesting activities. It is dogmatic, 


critical and defensive, rather than liberal, living and 
constructive. The church is a great force for good, we 
would not want to have it. eliminated. The church is not 
another institution, it is the men and women in it. Young 
men must be allowed to shape the program of the church 
that touches them. The church is both a place of worship 


and an organization to be used for Christian living. 


only way young men can take a real interest in the church 
is to organize and take over responsibility for a real 
piece of work in the church. That depends a good bit on 
the leaders in the Tee Gee gts cae, ( young men 


age 21). 


5. - "Segregated, divided, warring, Goristianity, ey bch 
i once rte, 17 colored 


understand, and are perplexed", 
High School boys). ; 


eB ae 


6. = "The average young man gives very little time to church 


_affairs and.does not attend regularly. . The young man 
‘who has a task in the church is usually much interested. 


Young mien serve as teachers = officers - choir - stewards, 
ushers", (Rock Island, I11., 10 young men, age 17-25). 


"Many young men are afraid of ridicule from their crowd, if 


they go to church. The church has stood still. It is not 
up with the times. Too many attractions on the outside to 
appeal to young men. The personality of many preachers is 


not such as to draw men. ermons a preachers appeal to 


old people. Young men do not feel they fit them. The 

narrow self-righteousness of many church members repels 

Many young men. There is not enough welcome and invitation 
spirit on the part of church members toward outsiders or the 
stranger who may attend the church. The social caste spirit 
in some churches freezes young men out. Preachers don't 
practice what they preach. Many men do not feel the necessity 
of going to church. ‘They think they can order their own life 
in their own thought-out way. ‘The man who works hard six days 
of the week wants (and needs) Sunday for rest, recreation, or 
to spend in his own way", (Ft. Monroe, Va., 34 soldiers age 23). 


The discussion conducted at Floral Park, N. Y., with a church 


group of ten young men, age 18-25, is so full of interest and 
suggestive value which would be to some extent lost if the report 
were broken up, that it is here quoted from at length- 


8. = 


"When analyzed, it came down to this, that the young people 
did not care for the kind of church service the others did. 
What was the fault with it? Well, one said, if he liked 

the sermon, it was all right, but that was seldom. The 
trouble with the sermon was that it started with a text 
about a situation thousands of years ago, and the minister 
spent all his time and energy getting started. Most of the 
boys disliked "texts" and said they would not mind at all 

if the texts were forgotten. Another thing. The minister 
seemed to speak as a rule to the older folks and not to the 
younger group. Occasionally, there was a service for the | 
younger people and the Minister preached especially to then, 
apparently sometimes without great success. . Once recently, 
the Minister had announced a sermon on "Modernism" for the 
young. But the Sunday before he had preached on “Amusements” 
and some of them had gone hoping to get some light on what 
they should do. But the preacher took a text, and seemed 

to artfully avoid giving his own opinion in the matter. He 
didn't say anything, and so they didn't go to hear him on 
Modernism. I asked: 'Did you want him to tell you what you were 


» $0 do in the matter of: amusements?! They answered; 'No, we 


don't want him to tell what we should do or not dos but we do 
want him to tell us what HE would do; even if we do not agree 
with him, we respect him for his sincerity in stating his own 
opinions.! 'Perhaps!, one suggested, 'he feared to give his 
own views for fear of offending some of the older people.?. 
Answer by boys:"Is that what we pay him for?! Retort by 


another boy: "Well, if he offends them, he won't be paid very 


long.' I asked if the sermon were the most important thing 
in the service. Some said yes, but others said that the 
whole service made a difference. For example - church 


music. One boy: "But I can't get any kick out Of church music.! 


-~ 3 


This precipitated a discussion on church hymns and 
anthems. They criticized church music on the grounds: 

a. they sang things that they didn't mean anyway 

b. the hymns were too slow - whole notes and half-notes. 

they were funereal, — , ea ae | 

¢. the hymns, had too many verses; hymns should be shorter. 
I asked for examples of hymns that they liked, and the only: 
answers I could get were "In the Garden" and "The Church in 
the Wildwood". | 
What about the Scripture lesson? One especially seemed to 
think that readind + SePIDCEFS lesson every Sunday got you 
nowhere, He was for reading something that was “modern” 
and had a “modern” significance, instead of some event 
that happened three thousand years ago, and which was so 
written that you couldn't understand it anyway. It would 
be better to use the best illustration by way of scripture, 
whether it was to be found in the Koran or the New York Times. 
After some discussion, however, the group seemed to agree that 
it was better to make the bible the basis of the reading but 
to use supplemental readings also very widely. 
What about prayers? The group felt that not many young people 
paid much abeontion to the prayers. Would it be better if 
they were in collect form so that they were known to all of 
them? The Episcopalian, out of his bitter experience, said 
no = he had heard these prayers over and over again till he 
was tired of them and they meant nothing to him. It was just 
like reading over again the minutes of the last meeting (CES). 
One fellow said that he didn't feel like praying in church 
anyway. He didn't find atmosphere there. I asked him if he 
felt like praying anywhere. He said, yes, he did. Where? 
In the open and when I am alone. But prayers in church were 
too monotonous. They prayed for the same things over and 
over again. The unexpected never happened. The older folks 
seemed to like to go over the same ground again and again. But 
younger folks wanted something to happen which they didn't 
know was coming--they liked the "kick" in new experiences. 
One said, 'Our minister thinks he has to pray for the same 
things every Sunday. Now, if he were to forget some of the 
things, I shouldn't mind a bit.! | 


In closing, we returned to the job of preaching, The 
ellows wanted the preachers to deal with subjects 
which helped them how to live. And they wanted his 
own opinions, not what he thought it wise to say. 
However, they recognized that a minister could be 
frank if he did not purposely irritate the more con- 
servative and refuse to give them a passing thought." 


II What are the Real Issues in the Relations of Young Men to 
the Church? | 
The gestion of attitudes leads quickly into underlyi 
causes. These are brought out by the further 8 atonente - 
taken from the reports. 


"How can the church service be made more interesting 
to young people? What service can young men render 
the church? Why do the “old folks" want to run every- 
thing?" (Freehold, N. J., 10 boys, age 16). 


-4= 


"me church could minister to the needs of young men, 
such es vocation, college, personal morals, race 
questions, labor, etes, but in most cases tn he church 
is not doing this. The problem is to get the church 
to accept this ng car ad » (Rock Island, Iji., 
10 young men, age 18-25). : 


In this matter of practical help which the Church might 
give on the problems of every day life three interesting re- 
ports are given in summary below with the figures so arranged 
that the reports may be studied separately or in combination. 
Of the groups one was Negro, one Navy and Marine, and one a 
Church group. The reports are the results of a test provided 
in the outlines, the language of which is given verbatim, 


Below are some things on which young men have difficulty. 
Read the list. If you feel sure that your church could give 
heip draw a circle around yes. If you are sure the church has 
nothing to offer draw a circle around no. If you are in doubt 
and would hesitate to suggest to a young man to expect help 
from the church draw a circle around doubtful. 


Pp. 


= Bows! 

account of space the aapletinn. are given separately first and then 
the tabulation are referred to by letter. 

How can a yoang man be sure of the right vocation? 

‘A young man is losing ground in his struggie for bora cual purity. 
A young man is in doubt whether to go to work or to go to college. 
Where should a young man go to college? 

Is war compatible with Christian belief and practice? 


Certain parts of the Bible look like stories incorporated from the folk 


lore of people living near the ae ‘but Mother believed the Bible was 
inspired by God. 


A young man finds himself called a "Rea" because he sympathizes strongly 
with Soviet Russia. 


He finds it hard to elders that Jesus was divine, 


He wants to give to all good causes in his commnity, but his salary is 
barely sufficient to live on and save up something on which he expects 
to get married. 


A young man wants to marry but is not sure of his job. 
His girl has turned him down. | 


What should a young man pray for? 


He has a strong dislike for Jews. He knows it is wrong but his set will 
drop him if he stands up for their just and fair treatment. 


A certain young woman makes a very strong and wrong appeal to a young 
man, but it is hard to avoid dancing with her because she is so pop- 
ular in his set. 


A young man wants to know how he can be true to his better self and to 
young women, in his courtship relations with them; he further wants to 
know scientifically about marriage relations and home building. 


A certain popular and successful young man in the commnity would be a 
great help to the church and its work. He is good clean fellow but 
dees not waste time on things that do not count. Can the chureh get 
him and hold him? 


I - Wichita, Kansas, group of 18 colored High School boys 
It - San Diego, Cal., group of 15 young men from Navy and 
Marine Corps, age 24. 
Iii’ = Floral Park, N. ¥.s, ME. Church, 12 young men, age 18-25. . 


Yes 
Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes . 


Yes 


Yes | 
Yes 


Yes . 


ae 


> oO 0 © ® © O DW 


ee 


~ 
o 


‘a 
© 


vw H om Oo FY a oH ® 


o GS | & 


23 
88 
oy 
20 


TEI total 


Doubtful 
Doubtful 
Doubtful 
‘Doubtful 
Doubtful 
Doubtful 
Doubtful 


Doubtful 
Doubtful 
Doubtful 
Doubtful 
Doubtful 
Doubtful 
Doubtful 
Doubtful 


Doubtful 


3 oo Gh YY SO ao Se OO ae Oa A 


II III Total 


sd 


2 


=] 
— 


aa A Do@ ot & Oo. 6 2 9° 6 8 


Oa Hae of a aw on ff Ww WD & oO A 


13 


14 


10 


“6 


Pull 


No 
No 


No 


No 
No 


No 
No 
No 


No 


‘No 
No 


No 
No 
No 


No 
No 


Co -- Oo. oOo. wwe. eae Oo UF 6S 8. lhe 


II III Total 


0 
0 
1 
0 
12 


0 
13 


Ot) Pb 6 Oo » h Mw et oO a ew OO 


LO 


pee ae 
These results suggest several interesting tendencies= 


1. = All the groups think that the Church can be 
helpful to a young man’on’=- : 


ae His struggle for personal purity (by? 

b. His doubts about the authenticity of the Bible. (f) 
c. The divinity of Jesus. (h) Poa Ou | 
de Prayer. (1) 

es Social and racial discrimination. (m) 


| 2.- All the groups think that the Church cannot, or they 
are doubtful that it can, help a young man on = 


a, His sympathy for Soviet Russia. (gz) 
3." The colored group think that the Church can help them 


in the following problems on which the white young men think 
the church cannot. i | | , 


a. Whether to go to college. (c) But they are not so 
sanguine that the church can help them to decide 
where to go to college. (d) 


b. Compatibility of war with the Christian belief. (e) 
¢. Stewardship when marriage is involved. (41) 

d. Marriage when income is precarious. (j) 

@. When his girl has turned him down. (k) 

f. The wrong appeal of a young woman to him. (n) 


The two white groups do not both reject the chureh on these 
things on which the colored boys look to the church, but a com- 
parison would hardly be of value without a greater number of tests, 


The results, in summary, reveal a tendency 


ae Of all young men to look to the church for her 
traditional ministrations. : 


b. Of all young men to look away from the church for 
help on social problems both personal and otherwise. 


-¢. In this latter respect the white young men seem to go 


further than the colored young men, the latter largely 
Staying by the church, the former largely looking else~ 
where. They unite in looking away from the church on 
political troubles. (g) Does this mean that the church 
is traditionally not concerned about political matters, 
or considers it wise to leave them alone? | ‘ 


Tit 


~ Bm 


fhe group at San Diego summarized their difficulties 
priefly thus - 


12. - "Finding a genuine hospitality within churches for men 
in uniform Ciaci or welcome and sincere greeting). 
foo much class distinction in churches. Why don't 
they have more community churchés and cut the de- 
nomination "stuff"?. Why not make greater effort. to 
interest poor people? Goc 


How young Men Would Change the Situation in the Church - 

It is gratifying to note that young men, in spite of . 
their severe criticism of the church, would not do away with 
it, but recognize it as having a rightful and important place 
in society and are ready to help change it for the better. 


13. - "The discussion opened the way for three personal 
interviews which were of great profit. The men 
modified their first expressions frequently and 
generally agreed that the purpose and work of the 
church was splendid, but quite frequently it did not 
"eet across". Everything seemed to point to the 
effective example, ministry, and leadership of the 
pastor of any church considered", (San Diego, 15 
men of the Navy and Marine Corps, age 24). This 
reaction is rather typical of all the groups. 


Young men have many concrete suggestions as to what 
the church might do: 


14. = "Every fellow should serve the church in some way. 

- $hould get in, put his shoulder to the wheel instead 
of standing off criticizing. The group as a whole was 
to offer its services to local pastors for services. 
To help build up the young people's work in churche 
The fellows recognized the importance of the church to 
the commnity, but were indifferent in their interest. 
Felt the older people gave them little tho't and con=- 
sideration. Were willing to go half-way tho!, (Freehold, 
N. J., 10 boys, age 16). 15. "They came to the con- 
clusion that they should get in and take part and then 
they would have some say as to the programs"; 
16. “Unification of all young people activities. 
Sermons should not be so long. Ministers have a ten- 
dency to talk over the heads of young folks. Change 
in order and kind of service as to ceremony, etc. Get 
the people to sing more and not just the choir", 
(Marion, Ind., 35 boys, age 15-18). 7 
17. "Closer cooperation between Pastor, Church and young 
men. A better statement of problems and a more specific 
application on their problems. Church could help greatly 
by attempting to solve specific problems rather than 
theory. Approach pastor and Boards with a proposal for 
certain programs and studies. Young men attend church’ 
more regularly and take an active part in its program", 
(Rock Island, I1l1., 10 young men, age 17-25). 


18. 


week from a are pulpit", 


Oe 


"Whole-hearted Pricuaahis of ahve people with 
"class" distinction entirely eliminated would be 
attractive. Have more ministers and preachers 


with the practical teachings of Jesus to go about 


doing good, rather than "preach" once or twice per 
(San Diego group). 


These reports and others give an unequivocal impression that 
young men are loyal to the church. ‘They have definite ideas as 
to how it may be more useful. They are ready to help. ‘They 
only ask to have the opuarinns ty sakes an erfective part ‘in its 


PENT ems : 


NOTE - This report shows the attitude of young men ke be 
essentially the: same as that found otk: i cicte 


OUTLINE 


NO. 14 


WHEN IS FURTHER EDUCATION FOR A YOUNG MAN WORTH WHILE? 


(For use with boys 15-17 and young men 18-25) 
INTRODUCTORY DISCUSSION (30 minutes’ dis- 


cussion), 


What part has education played in the lives of 
the leading men of your community? 

What has been the educational qualifications of 
our national leaders? 

When is a man “educated?” 

What kinds of education are the most import- 
ant? 

To what extent is it possible for a young man 
to “educate himself?” Mention some successful 
men who have done this. 

What is the relative value of “school” education 
and “self” education? 

What considerations should determine whether 
or not a young man will try to get further edu- 
cation? 

Note: Question 7 will likely lead into the center of the 
problem of further education. The outlines below will 


doubtless be of help in following through some of these 
considerations. 


SOME SUGGESTED OUTLINES FOR FURTHER 


DISCUSSION. 


Problem A—~\ hat Has Further Education to Do 


with Employment and Achievement? (50 
minutes’ discussion). 


I. Thinking into the Situation. 
1. What voung men do you know who are studying with 
the hope of a better job? 
2. What kind of things do they study? 
3. What help do they get from others? 
II. Locating the Problem. 
4. On what does a man’s efficiency depend? List these 
things. j 
5. How many of the things mentioned under +, above, 
are under a man’s control? 
6. What are some of the things that hinder young men 
from equipping themselves for better employment? 
7. To what extent does a man’s job depend upon his 
education for it? 
Note: This question will likely lead naturally into III, 
below, and should be discussed only a few minutes. 
III. Help on the Problem. 
8. What do we mean by “skilled” and “unskilled work- 
erat : 
9. To what extent does education affect wages or salary? 
10. Does general cultural education help a man in mak- 
ing progress in business or industry? 
11. What kinds of vocational! training have been of larg- 
est value in securing and holding a-job? 
i2. What are the relative values of school training and 


training on the job? 


ie 


168). 


How far should a voung man seek to achieve some- 
thing apart from his vocation? 

ry . . ‘ La ba 
To what extent may education help in this larger life 
work? 

What kind of education does this larger life work 
demand? 

What are the things that hinder young men in secur- 
ing further education? 

Which of these are to some extent at least removable 
by voung men? 

Next Steps. 

What organizations or institutions in your community 
offer educational help to young men? 

What should the Y MC A do? 


Problem B—What Has Further Education to Do 


th 


with a Young Man’s Happiness and Gen- 
eral Usefulness? (45 minutes’ discussion). 


Thinking into the Situation. 


What are some of the things that bring happiness to 
young men apart from mere wealth? 


Locating the Problem. 


Rate in the order of their importance the following 
things that make for happiness: 

a. Character. e. Unselfish service to others. 
h. Friends. f. Intellectual power. 

ce. Travel. g. Appreciation of history 

d. Appreciation of — h. Sense of world brotherhood. 
art and music. 

Note: The leader may add to this list either himself or 
from the group. 

Which of the above II, 2 are to be had largely, if 
not wholly, through education? 

What are the things that hinder young men from at- 
taining this larger life through further education? 


Note: This question will open the way for the discussion 
under III, below. 


Help on the Problem. 
Which of the things mentioned under II, 4, above, 
are largely under the control of voung men? 
How far might further education along general cul- 
tural lines become recreation to young men who work 
and thus be gained in that way? 
What institutions or organizations are there in your 
community that are fitted to help young men in this 
way? 


Next Steps. 


-Whay may the Y. M. C. A. do to help in this kind of 


need among voung men? 


In what respects is its position and function unique? 


A 5 te ae ee 
“ane QB 5 PORTER UUCATION ‘FOR. A una aR worna: mat 


- ‘two ) reports on. thie topte vere receiveds ee 











ae ‘mee * {an ws peep wo en my, pedsona oa 
yom oon de Frying ve & better emontson than mag are no EYyAnS 
te get “aleng vithe They are lau ae's Hlow just as reported.  . 


| eng: do nob wmt 4¢ bed y on : “ 
 @ome have had te atop 3 Bene ok ane Bo to oy 

Lack of necessary energy | | 
Lack ef foresight. De not neapure ‘the futures | 
Many do not Know the roel meaning ef an educations 


Mor tchacl thaliitden when shay vere 
RecN arouse a ‘Gesire for om 






















Parento. are ) aheitiec: negli gent ar nit in their auty 
of sending the young man to @ a he . 

erousi Bai to tha desire of a Detter ecdmcats 

wouldn't need their parents when they 

keep then tn sehool anc mn wae. wey ar ® better 

- education," Fok 


Some or the ste renenta 5 of the ive Oale group ore ¢ inte ating. 
sg eauanted mae te the men whe ens how bad Live with 











aa iy think reli ons end antes are + the > michont ‘apes 
of oquontion in. the niche LOUay « 


"Boys erord contimiing choot on account or choir 
| financial works ball ‘problense 


, ot ttn a te ertteteney epence yon hte honest 





OUTLINE 


INTRODUCTORY DISCUSSION (30 minutes’ dis- 
cussion). 


1. What is it about school and college that young 
men you know enjoy most? 

2. What is it in the make-up and management of 
our higher educational institutions that young 
men object to? 

3. What are the things that cause young men to 
leave school and college before finishing? List 
these. 

4. Which of the things listed under 3 are to some 
extent, at least, under the control of young 
men? Which are under:school management? 
Which can only be reached in still other ways? 

5. How would you state the difficulties or situa- 
tions that puzzle or confuse young men with 


regard to their higher education? 

Note: After the problems are worked out and clearly 
stated, the leader should proceed to discuss them either at 
this or subsequent meetings. The following outlines are 
given as suggestive of what may be done in further dis- 
cussion. 


SOME SUGGESTED OUTLINES FOR FURTHER 
DISCUSSION. 


Problem A—How Shall a Young Man Determine 
What to Study? (40 minutes’ discussion). 


I. Thinking into the Situation. 


What particular difference, if any, have you noticed 
between required and lective courses in school and 
college? 

2. What differences have you noticed in the attitudes of 
young men toward these two classes of studies? 

3. What seems to be the basic principle for required 
work? 


II. Locating the Problem. 


4. What do vou think of courses in the freshman col- 
lege year sometimes known as “flunk courses” by 
which students are weeded out? 

5. What has been the experience in colleges you know 
where wide use of electives has been granted in the 
freshman and sophomore years? 

6. What would you say are the chief difficulties of 
young men as to the choice of what they will study? 


III. Help on the Problem. 


7. The following are some of the methods which may 
help to determine what a young man should study. 
What are the comparative value of these? On the 
whole, which would you think best? Or which com- 
bination best? 

a. Intelligence tests on admittance. 

b. Written examinations on admittance. 

ce. Certain required work during the course. 

d. Wide range of electives, with counsellors for vari- 
ous groups and classes. 

e. A course of study on the curriculum giving an idea 
of the relative value of the different subjects taught. 


NO. 15 
HOW MAY YOUNG MEN MAKE TH MOST OF SCHOOL AND COLLEGE? 


(For use with young men 18-25) 


I'VE 


f. Vocational guidance. 

Note: The leader should call for and discuss other methods 
than these. 

Summary.—On the whole, what do you think is the 
most helpful method for helping a young man to 
study the right subjects? 


Next Steps. 
What is the method in use in your school or college? 
Specifically, what can be done to improve it? 


Problem B—To What Extent Can Democratic Pro- 


bo = 


rm 09 


10. 


UN Me 


13. 


14. 


LV: 
16. 


cedure Be Applied to Education? (40 min- 
utes’ discussion). 


Thinking into the Situation. 


Should society strive to educate every young man? 
To what extent should all young men have the same 
basic education? 

When should specialization begin ? 

To what extent is compulsory education justified ? 


Locating the Problem. 


To what extent can everyone take the same educa- 
tion with value? 

What is the value of degrees? B.A., M.A., etc.) 
When are degrees baubles and ben incentives to 
achievement? 

How far do honorary societies, such as Phi Beta 
Kappa, help true education? 


Help on the Problem. 


How would you state what is to you the best rela- 
tionship between student and professor? 

To what extent may curriculum and class-room pro- 
cedure be based on a truly democratic procedure? 

If a school or college cannot be based wholly on 
democrati¢e procedure, what things might be so con- 
trolled and what ones not? List these separately. 
To what extent, in a democratic country, should the 
people control their educational institutions as to: 
a. Extent and number of schools? 

b. Character of schools? 

e. Content of the curriculum? 

d. Behavior of the students and faculty? 

e. Cost and equipment? 

In a democratic country, what should be the relation 
of the state to private educational institutions? 
How far is the state justified in using the schools 
and colleges for certain specific ends, e.g., as bases 
for military training? 

How much would truly democratic procedure in edu- 
cation contribute toward making it possible for more 
young men to enter our institutions of higher learn- 
ing and for more to remain in them? 


Next Steps. 


What can be done in your school or college to better 
the method of educational procedure? 


HOW MAY YOUNG MEN MAKE THE MOS? OF SCHOOL AND COLLEGE? 


Three reports received are summarized below. With the 
exception of the one from Wichita, Kansas, they are rather 
disappointing. The reports came from = 


1 ~ Rock Island, Ill. 12 young men (students, industrial, 
office) age 17-23 


2 Wichita, Kansas 21 High School boys, all of whom 
have obligatory work after school 


6 = Live Oak, Florida A group of students in Florida 
Memorial College — 


I - THE PROBLEMS 


The colored group at Wichita seemed to find a real problem 
in the matter of vocation particularly and further in the choice 
of a college on account of race discrimination. The leader's 
summary followst=— 


"Discrimination in vocations is a factor that negro boys 
must face. And as all cannot be exceptionals in possessing 
abnormal genius, this is a real factor in the selection of a 
life work choice. 


"In the light of innate ability - and facial racial 
discrimination - how shall a negro select his course in college?" 


The colored group at Live Oak confined their statements to 
the difficulties in college itself. 


"The fact about young men I know as to enjoying school, they 
seem to think Gollege to be a 'resort' and not a place to work. 
They seem to enjoy a good time more than anything else. 


"Some leave school before finishing on account of finance, 
while others leave for rude life. 


"Tt seems to make a very little difference as in matter 


with elective courses, for students do not get that subject they 
don't like no way.” 


The Rock Island group had this list of reasons why young 
men leave school and college:- Pn 


"Pinances - Failures - Social troubles = Sin - Wrong courses - 
Misfits. x 


Also this further statement: 


"Confusion arises over lack of decision as to life work and 
course of study. ‘Where shall I go to College?’ The large 


« 2 ms 


University offers much that is sood and much not so good; 


the small denominational school offers better training but 
not prestige, etc." 


| As to the things that puzzle young men with regard to higher 
education, this group said "vocational difficulties." 


As to difficulties in school and college, the Wichita High 
School boys gave:t~ 


Zz Tog nex of fitting their studies to their life 
- wor ' te As: 

@- “Lack of life work decision 

3 - "Vocational discrimination" 


Things objected to by them werei~. 


"Faculty authority 
"Compulsory military trainin 
"Social discrimination 

"Race prejudice" 


Reasons for leaving school were?-=- 


"Financial difficulty 

"Po marry 

"Pinancial temptation 
"Lack of vision of future 
"Lack of vim 

"Poor: health 

"Domestic difficulties" 


fhe replies above would indicate that the problem of vocation 
figures largely in the matter of further education for boys and young 
mens; that in college there are various problems making for failure or 
success that are not very different from those of ordinary life. 


II - HELP ON THE DIFFICULTIES 
From Wichita:~ 


" 1. That real worth and genius will break over barriers. 
2. That thprough preparation is the only panacea. 


"Seek vocational helps, books, etc. 

"Seek a solution for discrimination. 

"TQ geek vocational advice, in the light of the existing 
8 ituati Ons ® 


"Po base high school work, not upon ‘likes nor dislikes’, 
| but upon life work plans. 

"M9 choose life work during first two years of high school. 
"fo come to definite grips with the realities of Education. 
"Po stand Scholarship vse Athletics as the ‘main show'. 

"fo take a definite stand against military training in 
schools." ! 


“Se 


They also felt that all boys and young men should be edu- 
cated at least with a fundamental education to fit them to be good — 
citizens" and “for economic competition", 


From Live Oak:- 


"Society should strive to educate its most coumon labors 
for with an educated group, others do not mare this (the same} 
opportunity." | 


From Rock Island:~ 


"Glearer and better vocational studies 

"Better intelligence tests — 

"Begin in high school the work wanted in college 
"Wider range of electives with counsellors" 


The Wienita boys saw no acetal eee value in ReErneatr 


"a degree, alone, makes no fundamental con tribution to 


Life and service. 
"A degree is a bauble when we seek to use it where real 


ability is Bia ba diag 24 


YOUNG MEN AND THEIR WORK 


Analysis of Attitudes of Young Men Toward Their Work (including 
older employed boys). 


le Why they like their work ee Woy they dislike their work 








ae Has a future for them 73 ae Has little future 

be Agreeable associates 73 be Undesirable associates 

Ce. Interesting work 8: ce Uninteresting work 

de Satisfactory hours 53 de. Unsatisfactory hours 

ee Batisfactory pay. « 8: @. Unsatisfactory pay 

f. Satisfactory working : £. Unsatisfactory working 

conditions Se conditions 

ge Right attitude by 2. g@e Wrong attitude by 

superiors O3 - superiors 

he Adequate recreation io Shenae 

1. General discipline and s de. General. discipline and 
management of the work 63 management of the work 

je Work is challenging 5: je Work not challenging 

ke General character of work 1: ke General character. of. work 

Le Opportunity for saf- a 
development 43 

me Work offers opportunity $s Me Work offers no: opportunity 
for service Ls For: Service 

Nhe es ; Ne Work not suitable for me 

Oe Company has good reputa- ; Oe 
tion Ls 

De $ Pe Poo much responsibility 


ge Unreasonable customers 


Interpretation of the Analysis. 


It is only natural and to be expected that the attitude of 
older boys and young men toward their work should be .very much 
conditioned by the financial reward. This is prébably the most 
aa heap bs Peason, either for dissatisfaction. withior .tiking for 
work. ther reasons, however, weigh heavily, namely, Whether the 
work offers a. challenge now and has it a future for them?” Also 
are the associations in their work.desirable ones? The hours of 
work, the interest of the work itself, ‘working conditions, atti-~ 
tude of superiors, and.the general discipline and management .of 
the work,.are further important factors in the situation. 


There is one reason for liking and disliking their work 
which calls'for special mention. Only three times is the "boss" 
or superior officer given as a reason for liking work, while he 
is mentioned fifteen times as a reason for disliking work. This 


es! probably. to some extent due to the fact that if anything about 


one's work becomes unsatisfactory it will likely bring in the 
poss in some way, for he holds the power of employment and. dis= 
cherge. If things are running smoothly he ts not likely to be so 


tO G1 CO 


ait 


ps ae 


much, so to speak, on the scene. After due allowance is made, 
however, it is probably true that the personal element ‘is a con- 
siderable factor in the attitude of older boys and young men 
towards their work. . When things begin to be unsatisfactory in 
work, the "boss", more than any other. factor possibly, has the 
power in him of redeeming the situation. 


But it.is generally true that older boys and. young men are 
generally more vocal. about any factor in their work when its 
operation causes dissatisfaction, than when it is the instrument 
for the .opposite. The answers generally are much: more numerous ~ 
on the ‘side of dislike than otherwise. | 


Their Statement of the Probleme 


Their statement. of the: real issue in the: problem of their 
work is: well worth noting:=- "Problem Ties in social and labor 
customs and traditions, environment, labor unions, and local 
traditions. Society at large has developed.certain standards 
for young men which are hard to break down and hard to measure 
up to. “This all reacts on the: individual ‘making “1tvan: Individual 
problem.” "Sin and its attributes seem to dominate conditions 
among working men; profanity, dishonesty, evil smut, disloyalty, 
etce The fellows mentioned undesirable associates and conditions. 
There is much to be done in industry. among working men. to bring 
about Christian ideals. Christian men and boys seem to be in 
minority." ‘(Rock Island, Ill., 12 boys and young men, Age 17-25). 
"Just what kind of training a fellow needs and how to get it?" | 
(Hartford, Conn., 10 employed boys (1 caddy, 6 insurance clerks, 

2 store clerks, 1 machinist!s helper). “The one point that 
puzzles «them ald, isto Tind a definite obj jéctive..for their 
life's work; and all are agreed that with a definite goal, a 


target at which to aim, their chances of obtaining some influence 


in later life would be greatly enhanced" (Brooklyn, N.Y¥., Central 
Branch, 6 employed boys, age 17-20.) . "Difficulty in loyalty to 
employer when an apparent lack of interest on his part arises", 
"When immediate superiors show no spirit of cooperation", "Lack 
of desire to meet problems arising from work", "Must have interest 
of employer at heart", "Realization that employer wants employees 
with initiative", (Hartford, Conn., 14 young: men, age 25). °“"The 
big problem seemed to be whether a fellow ought first to consider 
whether the work was worth while or whether it paid enough for 
him to Live on. Whether he should give up less worth while work 
and more salary for more worth while work and less salary?" 
"Could a fellow actually go into a job or go to look for one with 
only the idea of finding one worth while without consideration 
for other conditions?" (Raleigh, N.C., 4 young men, ase 28). 
"Dissatisfaction comes from 'not doing a whole’ or complete job!;$ 
'not satisfying my creative instinct'; 'not being challenged or 
stimulated to.do my best mentally.as well as physically! ; "having 
to find happiness in other work than what I am paid for '", : 
ees, Presbyterian Church, South Bend, Ind., 8 young men, 
age ZO} 6 f ' 


eG A 


When it comes to ways out of the difficulty older boys and 
young men have much to say that 1s constructive. Some of their 
suggestions follow: : 


"Correct objectionable social standards, traditions, labor 
unions where wrong, work thru homes to break down the ‘labor vs, 
white collar’ attitudes that make it hard for young men to get 
started. Each fellow must largely work out his own problem, con- 
tributing what he can to the general uplift. Each fellow starting 
in the home, and in his working environment to sow seeds of good 
will, Christian ideals, generosity, optimism, universal brother- 
hood, Golden Rule, better relations employer and employee, prayer 
and application” (Rock Island, I1l1., 12 older boys and young men, 
age 17-25). “Learn a trade, get more schooling, stay at one kind 
of work avoiding ruts", (Hartford, Conn., 10 employed boys). 

"They all stressed the point that it is better to enjoy one's work 
at a smaller salary than do disagreeable work at a larger one. 
They feel their chances of progressing are much better in the 
first instance." (Brooklyn, NeY., Central Branch, 6 employed boys, 
age 17-20). "Use your own methods wherever they will fit in to 
accomplish task which is yours. Absolute accuracy, hard work, and 
willingness to cpoperate" (Hartford, Conn., 14 young men, age 23). 
"The most satisfying thing about the discussion seemed to be the 
fact that was brought out to the effect that it was difficult to 
any field of endeavor in which there was absolutely no service to 
be rendered. For instance, if a railroad man had vision enough, 
he would be able to see how very much depended upon the service 
rendered by railroads, and would therefore feel that his work was 
really worth while. A man ought to find little difficulty in 
finding worth while work to do that would pay him sufficient to 
live on too. Education of young fellows to understand the funec~ 
tion of different kinds of business enterprises, and how much they 
mean to the world. The function of banks, railroads, industries, 
ebc., and their contribution to civilization. If a fellow can 
appreciate the value of these things he can understand how worth 
while his work may be in connection with them. How valuable the 
contribution of a Christian business man,railroad man, etc. 
(Raleigh, N.Cc., 4 young men, age 28). "The Roycrofters plan is 
not practical in modern society. We must shorten the working day 
of men or monotonous work and help them to use their increased 
leisure constructively. If we cannot find satisfaction in our 
vocations, possibly we can in an avocation". (Westminster Pres- 
byterian Church, South Bend, Ind., 8 boys, age 20). "Displaying 
conmon sense and good judgment in handling the wages he gets. 

Good will toward his employers. Promptness in reporting to work. 
Looking after his employer‘s interests. His efficiency. Atten- 
tion to personal appearance. Courtesy. Character - clean and 
reliable habits. Be a go-getter. Ask for an increase when one 
believes it is due him. Length of service with the company or 
business. Past record. Must prove himself. Stand the teste Be 
prudente If married, his prospects for better pay are apt to be 
improved. His personal ambition. Health-energy. Agrecablenesse 
Personality. Go after something better. Not afraid to launch 

out or make a change of employer or location. Use of spare time 
for self-improvement. Willingness to work full time, or even over= 
time. Not a ‘clock=watcher'. Initiative.” (Fort Monroe, Va., 


52 soldiers, age 23). 


wo 4 os 


Iv Reports upon Specific Problemse 


le. 


Ae 


= Pay not satisfactory. 


What determines pay. 


Older boys and young men have a variety of reasons 
as to what it is that determines the amount of pay they 
receive for their work. Their answers as given in twelve 
groups that discussed the problem of unsatisfactory pay 
is summarized here:- 


"Tt was found that the following factors helped in 
determining the wages the fellows receive ~ health, courage, 
encouragement, home conditions, cooperation, mental ability, 
physical ability, opportunity, pull, diplomacy, ambition, 
personality (except in hereditary cases), aggressiveness, 
experience” (Newark, NeJ., 12 employed boys, age 17). 
Eleven employed Doys, age 16-20 members of Williams Club 
of St. Paul, Minne, boxed the compass in the following 
terms: "In" thinking into the situation the fellows thought 
that one couldn't expect more pay unless one knows more 
about the business. One boyg stated that he was holding 
down the job of an older man who had been paid $85. per 
monthe He felt that as he was doing the work just as well 
if not better than the former employee he should receive 
$85. also. At present he is getting less. It was suggest- 
ed that perhaps the job was not important enough to re- 
quire more money and that this boy should try to get into 
a more important job. A boy who works in a railway store 
room brought out the fact that under the railroad agree- 
ments with Labor Unions the classification of jobs and 
rates of pay are very firmly fixed and that much depended 
upon seniority. § He. did, however, say that the Chief Clerk 
in each department has the right to advance fellows who 
show ability." "The question of partiality or 'pull' was 
Giscussed. One of the boys stated that one must have a 
'drag' in order to get ahead. This was discussed pro and 
con but the majority of the fellows seemed to feel that if 
any boy has a pull’ it is because he is doing better work 
and that work is appreciatede It was stated that many 
young men get jobs because of family connections in the 
firms. It was agreed that this is true in many cases. 
However, it was clearly shown that wnless the fellow who 
receives the favored job is able to show interest and 
ability he is not likely to get ahead. In fact, one of 
the boys stated that he felt it to be a distinct dis- 
advantage because the favored young man did not have the 
incentives to work that the ordinary fellow has. Further, 
he said there is a great deal of prejudice on the part of 
other fellows against such a fellow and it is difficult for 
him to live it down. 


On the question of finances their ideas are rather 


vague. They do not expect very much in the way of salaries 


Ce 


de 


= 5 ~ 


until they have passed the office boy stage, but once 
passed that stage they expect to move rapidly." (Brooklyn, 
N.¥., Central Y.M.C.A., 6 employed boys, age 17-20). A 
mixed group of employed boys from Denver, Colorado, "rang- 
ing from the roughneck to the white collared fellows" gave 
the following reasons, “Ability, fitness for work, age - 
Older fellow does better work, experience”. "Production 


was held to be the proper basis for pay", (Ithaca, N.Y. 


A group of young men). “Attitude, ability, education, 
application, character, accuracy, initiative, willingness 
to oer responsibility", (Hartford, Conn., 14 young men, 
age 25). 


Which of these factors may the boy caomtrol? 


Some of the things that determine pay are considered 
by the boys to. be under his control. It is a signiffant 
list taken from several groups. Here it is, "Mental ability, 
physical ability, diplomacy, ambition, personality (except 
in hereditary cases), aggressiveness, experience”, (Newark, 
N.J., 12 employed boys, age 17). "Time we continue, amount 
of work done, experience, education, training". (Denver, 
Coloe, mixed group of employed boys). "Do work better and 
attend to own business when on duty- Leave work in good 
condition after work hours and help others finish”. (Denver, 
Cola, group of boys from the department stores). "Of 
various elements entering into amount received, all are tp: 
a larce degree within one’s control except ‘pull’ and 'luck'" 
(Hartford, Conn., 14 young men, age 23). "Experience, pro- 
duction, to some extent Seniority” (St. Louis, Mo., North 
Side, Y.M.C.A., Junior'Y's Men, age 20). 


The chief issues regarding pay. 


The statements below give from their point of view, 
their chief problems concerning pay:- "It was decided that 
the sreatest difficulty as regards pay was that of lack of 
cooperation between Capital and Labor”,, (Newark, N.J., 12 
employed boys). "Their greatest problem seemed to be to de- 
cide just what kind of training a fellow needs and how to 
get it", (Hartford, Conn., 10 employed boys). "“Misunderstand- 
ing with firm. Red tape. Can't get to employer in big firm", 
(Denver, Colo., mixed group of employed boys). 


What may be done about unsatisfactory pay? 


What they have to say about what may be done to im-~ 
prove the situation is very suggestive of the spirit of youth 
today:- "It was the thought of the group that the solution 
of this problem was justice in pay and in sane production 
and that there should be a high court of arbitration. The 
group decided that the most practical way to meet this 
problem of unsatisfactory pay was to develop the highest 
degree of personal efficiency. The practical way of working 
out this plan would be found in the following: Education, 
experience, interest in work, ambition, personality, care of 


Ee 


- 6§ 


the body, cleanliness, health habits, sleep." (Newark, N.J. 
12 employed boys). All agreed that an employee cannot expect 
raises when business conditions are bade Most of the boys 
felt, however, that raises should be given if the worker is 
doing satisfactory work and the business can stand it. 
Suggestions were then made as to how a fellow might put him- 
self in line for a raise. All agreed that study was essential. 
One or two more experienced fellows pointed out that the 
study should be definite and that it would pay any fellow 

to study the job next ahead of his. ‘The value ofan ‘in- 
dependent attitude’ was then discussed. Some of the boys 
seemed to feel that meekness was not a real virture in the 
business world, on the other hand many felt that it was un- 
wise to be too (independent'. One of the boys stated that 
many boys ‘talked themselves out of a job'. They ‘crab! about 
this and that and the other thing and constantly threaten 

to leavee This soon gets to the ears of the employer and 

he forestalls the threat by discharging the '"grumbler'. ‘if 
you are working for a man you should be loyal to him', said 
one Of the boys in closing, if you can't be loyal to him and 
his business methods you had better quit.'" (Williams Club, 
St. Paul, Minn.). “Outside study and doing more than you get 
paid fore Stick to your job. The Golden Rule. Work harder 
and study your job more.” (Denver, Colo., employed boys, 

in offices of public service company of Colorado). "Proven 
knowledge. Apply himself better. Closer to boss so that 

he might know what you. do. Education. Habit. Stay with it. 
Study. Have determination. Have objective. Work harder for 
a period then ask for a raise. Ask why there is no advance 
ok the cause. Efficiency. Learn business from one end to 
the other. Keep up educatione” (Denver, Colo., Mixed group 
of employed boys). “Making good. Regular advances. Study. 
Work over time. Work well. Prepare to step into advanced 
positions when others are sick or oute Step in when a fellow 
is sick. Volunteer. Willing to help another. See boss. 
Tell your troubles. Talk it over with the boss. Work harder 
for a while and wait for results. See Manager about another 
department. Call boss! attention to good worke”™ (Denver, 
Colo., boys from department stores). "Create a real desire 
for increased pay. Analyze where you have failed. Get ad- 
vice of a high-type friend. Set out to attain goal through 
perseverance.” (Hartford, Conn., 14 young men, age 23). 
"Study your job and become’ more efficient. ‘rain your suc- 
cessor. Study the job ahead. Secure better education through 
night schools, home study, etce”®, (St. Louis, Mo., North 
Side Y.M.C.A., Junior Y's Men, Age 20). : 


Summary - Older boys and young men according to the above 
statements do not appear to quarrel much with the industrial 
order. A large number of the factors that determine pay, 
they believe to be under their control. ‘The way out lies 
mostly within themselves and they are pretty derinite as to 
what they may do to set things righte 


o 7 w 


2e = How sabout Undesirable Associates? 


This was one of the things about their work that was most fre- 
quently mentioned by boys as making them dissatisfied with it. 
Probably this would not have been readily suspected as being 
the case. Their replies are therefore the more valuable. 


&e Why associations are not satisfactory. 


Their dissatisfaction with their associations is expressed 
in these phrases - "Braggart”, "Fellow that expects more 
than his share”, "The knocker", "The loafer", ™®The kmow-it- 
alli guy*, (Des Moines, group of boys). "Buck passer", 
"Too bossy”, "Other color”, "Trouble makers", "Pessimists”, 
"Nosy people”, "Noisy women", "Religious fanatics”, "Vulgar 
people”, "Low character", "Incompetent", "Quick tempered”, 
Slovenly”, "Snobs", (Newark, N.J., 12 employed boys). 
"Vocabulary", "English", "Hard boiled”, "Gambling", "Fellow 
employees disobeying rules", “Loafing in toilet", (Denver, 
Colo., Mixed group of employed boys). "Buttinsky", (Denver, 
Colo., group of boys from department stores). "Jealousy", 
"Non-cooperation®, (St. Louis, Moe, North Side Y.M.C.A., 
Junior Y's Men, 20 young men, age 19-23). 


be How may the situation be improved? 


"Change employment or through example and tact change their 
attitude", “Show Christian attitude and be a friend", 
"Challenge them by exceptional accuracy, attitude and 
industry”, (Hartford, Conn., 14 young men, age 23). "Always 
a smile", "Friendly greeting whether you like them or not", 
"A soft answer", (Newark, N.J., 12 boys). "Golden Rule", 
"Ghange"™, "Quit", “Try to improve surroundings but it might 
land you in a worse place”, (Denver, Colo., mixed group of 
employed boys). "Honest", "Truthful”,"Square", “Same treat- 
ment as for self", “Golden Rule”, "Turn other cheek", "Stay 
away from antagonizers" (Denver, Colo., group of boys from 
department stores). 


Ce Summary - There is nothing peculiar in the reasons why as- 
sociates are undesirable. They are those found every= 
where in society. It is encouraging, however, that young men 
do not propose as a rule to evade or run away from the un- 
satisfactory situation but considering the worth and claims 
of the undesirable party they propose to work it out within 
the situation. Consider the great value of such suggestions 
as these taken from those above: "Show Christian attitude and 
be a friend", "Challenge them by exceptional accuracy, at-= 
titude and industry”, "Always smile”, "Friendly greeting", 
"Golden Rule”, etce. | 


3e @ Work Not Worth While 


ae Why does their work seem not worth while? 


Pe = wer 


"Lack of future prospects", "Selfishness in profits", 

3 "Deceiving the public", (Newark, N.J., 12 employed boys). 
"Just a place to earn money", (Des Moines, Iae, a group 
of boys). "Pay", Hours", "No vision of service! 

Failure to advance”,"Failure to reach objective", 
"Nothing but a@tual service rendered will make con- 
scientious fellow satisfied", "Difficult to see or 
measure results obtained", "Pay", "Hours", "Associates" 
(Raleigh, N.C., 4 young men, YMCA staff, white, age 28). 


"My work is not worth while. Kicking about errandse 

I’can't learn my job which is that of pattern boy, 

but I have so -man odd jobs to doe Most of the boys 

around me don't care about their job and just drift 

around. A shoe cutter gets as high as $100.00 per 

week, but you need a drag to get that far. You gotta 

be a talker", "A fellow always thinks that the other 

fellow's job is better than his. I am learning a trade 

and think it worth while. I am not wasting my days. 

I have not studied anything since I left school because 

I like pleasure and do not want to take the time”, "Too 

many fellows drift around to make the job worth while, 

than I become dissatisfied md want to changee Early hours 

not so good for mee I work from 84 to 9 hours each day, 

often over time, because there are goods to be sent out”, 

"One guy starts talking and knocking and soon the whole 
; oe at it". (Chicago, Ill., 9 employed boys, age 

6=19 je 


De What to do about it? 


"Talk it over with the boss", "Seek vocational help", 
"Quit the job", "Keep on studying", (Newark, N.J. 12 
employed boys}. "Quit", (Denver, Coloe, mixed group 

of employed boys). “It was a surprise to find out just 
how indispensable certain businesses, industries were 
to our happiness, and to find that a man need not . 
always be a preacher, YMCA Secretary, etce, to really 
find worth while work to do. That, as a matter of 
fact, the Christian man in business may be doing a 
bigger piece of service than some ministers or Y¥ secre~ 
taries, but that both are necessary; that the world 
would lose something essential if either were lost" 
(Raleigh, NeCe, 4 YMCA staff, age 28). 


Ce Summary = The data in these reports is not sifficient 
to justify any conclusions. In finding a way out, 
however, the major tendency appears to be in the 
direction of solving the difficulty where it ise 


4. - Long and Irregular Hours of Work © 


ae Why Long and Irregular hours? 


"te boys in this group were found to work anywhere 
from 8 to 14 hours ea day, some regular and some ire 


De 


Ce 


ri ea pape! 


regular. They believed the chief factor in determin- 

ing the working hours to go back to the question of sup- 
ply.and demande Good business, long hours, = poor 

business, short hours. It was the belief of the group that 
many employers were responsible for this, due to the 

fact that they cut down their production to an absolute 

minimum during the slow season, and then rushed their 

men to the highest physical possibility during the 

period of demand" (Newark, N.J., 12 employed boys). 
Business you are in. Busy hours, Seasone Season 

determines number of employes. Too umch business” (Denver, 
Colo., mixed group of employed boys). “Eight hour law. 
Over time pay” (Denver, Colo., group of boys from de- 
partment stores). "No difficulty or confusion. Problem 
that of irregular shifts and occasional necessity for 
overtime work, due to seasonal activities and emergency 
calls" (Hartford, Conn., 14 young men, age 23). “Working 

houts of this group were generally very satisfactory" 

(St. Routes North Side YMCA, Junior Y's Men, 20, age 

1923 e ; 


What can be done about hours of work? 


"This group could think of but one answer to this question - 
join the union” (Newark, NeJe, 12 employed boys). "Can't 

do anything. All fellows work harder” (Denver, Colo., 

mixed group of employed boys). "Don't be a radical. 
Realization that some have to do work which can only be 

done on irregular hours. Get work you like when hours 

are no consequence - working long hours will be a pleasure” 
(Hartford, Conn., 14 young men, age 23). 


Summary - The data here also is too small to be of much 
value. Tendencies much the same as with other problems 
about work. 


WHAT PLACE SHOULD RECREATION HAVE IN THE LIFE OF YOUNG MEN? 





Two reports were received: 


1. South Bend, Ind., 45 High School boys, age 17, 
divided into three groups of 15 each for dis- 
cussion purposes. Results are summarized in 
one report which is given verbatim below. 


2. Live Oak, Fla., group of students (Colored) 
from Florida Memorial College. 


fhe South Bend report indicates a good discussion and forms 
a good summary. While no sharp issues appear, yet it is 
probably a fair index of the thinking of young men (High School 
age) on recreation, 


1. Thinking Into the gi tied on: 


“The forms of recreation were reading, athletics, 
girls, music, showa, club activities, dancing, 
auto-riding, outdoor life. 

"Me time that should be given to recreation varied 
from five to eight hours a day. 

"Gireumstances determine the forms of recreation, 
Every fellow can choose the form of recreation he 
wants and determine his recreation that way." 


2e Locating the Problem: 


"All the forms of recreation listed could be helpful 
or harmful. Recreation is necessary for good work- 
men and good workmanship. The time that should be 
given to recreation should depend on amount of 
recreation necessary to re-create a person and not 
tire them in body, mind or spirit.” : 


‘ Hélp on the Problem: 


"Me chief difficulties in the way of a right re- 
creational program are over-emphasis on unimportant, 
little opportunity to think and evaluate, no thought 
on coordination of recreation activities, limited 
leadership and equipment. The agencies most helpful 
are Schools, Churches, ¥.M.C.A. and Y.W.Cc.A. “Parks 
and Playgrounds. Recreation of some kind is neces-~ 
sary for all ages and all types of people." 


4. Next Steps: 


"All agencies should cooperate and supplement each 
other, so no person is overlooked, so that over- 
lapping is eliminated in order that the individual | 
may have an all round recreation program. The home 
or family unit should be included in every recreation 


program. The radio, family auto, camping parties, 
church, family nights, etc., are helping do this. 


The Live Oak group thought the War showed "the need ter 
strong bodies" and was the cause of "the men desiring them" 


‘heir problem was “lack of sufficient play-ground and a 
monopoly on wages for underaged children" (This latter must 
mean children have to work and are thus denied normal recrea- 


tion). 


=8- 


‘By conferences of Tencgrey ot cmureh. and State?! 'Some- 
times! . | | . 


"should the iia tion betwee: cnainats and state be closer or 
less close? | 


‘Tho present relation is pretty satisfactory. But the 
relation might well be somewhat closer, especially in | 


éducation.'! 


VI Summary - The meagerness of the worl. done on this subject is 
disappointing. It probably indicates that this is not an area 
of difficulty with the average older boy, or young man. Thet . 
may be the chief value of this summary of the reports. Cer- 
tainly the material contained in them is not of very much value. 
A wider use, however, might have made a difference. 


WHAT ARE THE RIGHT PRACTICES IN. THE RELATIONS. 


RE me 8 ee ee ee RH ee ee 


OF YOUNG MEN AND YOUNG WOMEN? 


The discussion g@ this question wes very limited. Two 
reports were received. These are summarized below: 


With young men or with boys the difficulty seems to center 
around certain practices in their relations with ycung women. 
A group of 32 soldiers (age 23) at Ft. Monroe, Va., listed the 
following questionable practices between young men and young 
women: 


Men Women 
Expect a young women to allow Expect and demand too much 
them to take certain liberties money spent on them. Have the 
with her in return for the "eimme's." 
money the young man spends in 
showing her a "good time." Behavior often free and bold-- 

don't demand proper respect 

Leading a double life--one kind from young men. 
of young man with a good girl, 
another kind of young man with Flashy and often immodest dregs, 
another kind of girl. to appeal to young men. 


Picking the girl who is a "flashy 
dresser," thus inciting other 
girls to a like way of dressing 
to appeal to young men. 


Ten students (employed, age 17-23) at Rock Island, Illinois, 
put their concern in the following words: "There seemed to be a 
deep concern regarding some common practices among boys and girls. 
The source of interest was mainly the attitude of young people 
which is not what it should be. The practices of young people 
are usually of a cuestionable character. The real issue is to 
ereate a higher respect for young women and to encourage girls 
to higher ideals in morals and a greater respect for themselves." 
The leader of the group commented as follows: "The fellows seemed 
to blieve that the sex guestion is a serious one and that the 
practices among young men and women are mostly questionable. Many 
definite examples were cited and it was their opinion that there is 
a flagrant disrespect of clean morals by both sexes. Adults have 
agitated this problem." 


These two reports also corroborate the results of the discussions 
with boys in the following respects:- 


1. The fault of wrong practices is shared about equally as 
between young men and young women. 


2. The solution of the problems must be worked out by young 
men and young women together. - a 


5. «Dr, Gray's: book. is favorably poy eee y: 





OUTLINE NO. 


18 


THE GOVERNMENT AND YOUNG MEN 


(Local, state and national government:are here included) 


(For use with boys 15-17 and young men 18-25) 


INTRODUCTORY DISCUSSION (60 minutes’ dis- 


cussion). 


At what points do young men come into con- 
tact with the government? Make a list of these 
as they are mentioned. . 

In what indirect and often unrealized ways 
does the existence of the government and its 
varied activities affect young men? List these. 
What attitudes do young men take toward the 
government in all these relationships? 

The following may help in getting a more adequate 
response to the foregoing question. 

a. In what requirements of government do your 
friends heartily participate? In which do they take 
part grudingly? In which, if any, do they refuse to 
take part? 

b. What catch phrases and generalizations do your 
friends utter regarding such questions as temperance 
or pro ibition, military service, voting at elections, 
taxes, tariff, war, trade following the flag, unemploy- 
ment. League of Nations, bonus and dole, mandates, 
im} vialism, reparations, the Dawes Plan, housing, 
the .ellow peril, white supremacy, the scramble for 
raw materials (e. g., “prohibition does not pro- 
hibit ’) ? 

Note: The leader should hold the discussion on this question 


till a goodly number of phrases are brought out, but not 
necessarily on all of the suggested questions. 


c. What do young men say about such officials of gov- 
ernment as directly or indirectly come within their 
acquaintance—e. g., police, sanitary officers, school 
inspectors, school board. the mayor, the president or 
prime minister, cabinet officers responsible respect- 
ively for labor, war. and foreign affa'rs? 

d. What specific doings of your own government and 
of other governments do your friends question? List 
these. List also those governmental doings which are 


‘questioned by groups of young men whom you do not 


know or whom you dislike or distrust. 


Summary. 

In the light of t’e discussion thus far, what (if any) pro- 
cedures of your government seem to call for change or 
adjustment? What attitudes and practices on the part of 
your friends appear to require alteration? Why are these 
changes recommended? Which of these would vou most like 
to discuss further? Choose two or three for further con- 
sideration. 


The leader can now select from the following outlines any 
which bear on the problems chosen by the group for fur- 
ther discussion.- In case other problems seem more perti- 
nent the method followed in these will suggest a way of 
attacking them. 


SOME SUGGESTED OUTLINES FOR FURTHER 


DISCUSSION. 


Problem A—Should a Young Man Take Part in 


War? (60 minutes discussion). 


Thinking into the Situation. 
How far will this generation of young men, who ex- 


BL: 


10. 


Js 


13. 


TET: 


14. 


15. 


perienced the war, be able to pass on this conception 
of military service to the next generation who would 
presumably be called upon to fight the next war? 


Locating the Problem. 


What do young men say when they object to military 
service? 

How far would this attitude be changed if they telt 
they had a larger share in deciding the issues that 
are fundamentally the cause of war? 

It is alleged that all governments used propaganda 
freely during the war, holding back facts and truth, 
covering up their own faults and the good points and 
successes of the enemy, and playing up their own 
virtues and the evil ways of their foes. Whenever 
this was true what effect has that procedure had 
upon young men in the’r attitude toward war? 

In what countries do the young men feel that during 
the war and after they have been deceived by their 
governments as to its fundamental issues? 

To what extent do young men think their government 
is operated in te interests of all classes alike and 
with equal justice? f 
To what extent do voung men believe that war settles 
international disputes? 

To what extent would young men voluntarily enlist 
in a war of aggression? 

To what extent would young men voluntarily enlist in 
a war of defense? 

How can a young man decide whether a war toward 
which his country seems to be drifting is to be one of 
defense or aggression? | 

What proportion of the young men you know think 
war to be un-Christian and would for that reason re- 
fuse to fight under any circumstances? 

What proportion of the young men you know regard 
war as un-Christ‘an and vet feel that their patriotic 
duty requires military training in time of peace and 
combatant service in time of war? 


Help on the Problem. 


What is a young man to do when he finds himself at 
variance with his government on a matter that for him 
is a problem of conscience? 

Evaluate the following procedures open to a young 
man who finds himself at variance with his govern 
ment on an issue in which he feels the Christian way 
of life is at stake. 

a. Follow Gandhi’s plan of non-violent non-coopera- 
tion. 

b. Acquiesce in the decision of the government repre- 
senting the majority and work actively for changing 
the minority, meantime lovally supporting the gov- 
ernment. 

ce. Adopt a double standard for living, the one fo: 
private affairs, the other for government relations. 

d. Ignore government affairs as far as possible in the 
theory that it is hopeless to try to change conditions, 


16. 


What steps can a young man take in order to put his 
notions of military service into practice? 

If the members of this group should move out along 
the lines of the procedure indicated by the discussion, 
what difference would it make in the community ? 


Problem B—Is It Worth While to Vote? (50 min- 


LW) 


Ill 


utes’ discussion). 


Thinking into the Situation. 

What percentage of young men (21-35) of voting 
age voted at the last national election? 

In what elections do young men take the keenest in- 
terest? Why? 


Locating the Problem. 


_ What do young men think of the system, of govern- 


ment by political parties? 

How far does party loyalty determine how they vote? 
What is it about elections they do not like? 

a. To what extent do the existing parties stand for 
real issues? 

b. What do young men think of the personal caliber 
of the average candidate for office? 

ce. How would they describe the politicians of their 
community? 

d. How effective do they consider the elections as a 
means for reform or social, industrial, and racial 
problems? 

e. What do they think about the laws governing the 
right to vote? 

What do young men do when they are dissatisfied 
with their political party? 

What do young men do when all parties seem un- 
satisfactory? 


Help on the Problem. 
What is the way out of a bad political situation? 
Evaluate the following procedures as means of bet- 
tering an unsatisfactory political situation. 
a. Remain loyal to the party, working from within to 
effect reforms. | 
b. Leave the party and join another that seems 
better. 
ec. Give a nominal allegiance to some one party and 
pick and choose from all parties according to the 
individual merits and prospective efficiency of the 
various candidates. 
d. Break away from all existing parties and agitate 
for a new party built around what seems to be the 
real issues of the day. 
e. Consider the matter practically hopeless and seek 
to accomplish reform through education, the church, 
one’s vocation, ete. 


IV. Next Steps. 


9. 


10. 


What difference would it make if this group set about 
to change t-e local political situation? 

What practical steps can be taken by the group Rone 
the line of the discussion? 


Problem C—How Can a Young Man Find the 
Truth Regarding Government Action? 
(45 minutes’ discussion). 


I. Thinking into the Situation. 

‘ What means does the government adopt for inform- 
ing the average citizen regarding its activities? 

2. In what respects, if any, do the methods adopted in 
peace time differ from those in war? 

3. List all the instances you can remember when the 
government voluntarily admitted having made a mis- 
take. 


II. Locating the Problem. 

4. It is alleged in most countries that the government 
almost invariably defends all its acts and that even 
though one listens sympathetically to the attacks of 
the opposing political party, one is not assured of 
getting the whole truth. If there is a substantial 
measure of truth in this assertion, how could an 
earnest citizen who is a loyal member of ‘the party in 
power be assured of getting impartial information as 
to the facts and the real issue in any controversial 
question ? 


III. Help on the Problem. 


5. What steps are vour friends actually taking in order 
to arrive at satisfactory conclusions? 

6. Make a list of such dailies, weeklies, and monthlies 
as can be relied upon to handle political questions 


adequately and in a non-partisan spirit. 

If the majority of the members of the group are of one 
political party, it would be well to inquire whether their 
opponents would agree with the classification just made. 


7. List the organizations in your community in which 
there are lectures, debates, and discuss‘ons aimed to 
equip young men with a knowledge of the moral and 
spiritual issues involved in political questions. If the 
Y M C A is not included in, this list, how do you 
account for it? If the Y M C A is included, list 
all of its activities which are helping young men di- 
rectly in fulfiling their duties as citizens and, par- 
ticularly, in playing their part in finding a more 
Christian way of life in the local, national, and inter- 
national problems facing, their government. 

8. What more needs to be done in order that young men 
may have the assistance necessary to fulfil their 
duties as Christian citizens? 

9. What are young men doing in other communities and 

_ in other countries, in this field? 

10. If it is possible for the church and the Y M C A to 
assist, exactly what feasible program would you pro- 
pose? 

11. Jf neither the church nor the Y M C A in your 
community feels itself equipped to help, directly, 
what other organizations can be of assistance? 


IV. Next Steps. 
12. What practical steps can this group take in facing 
the situation? 














There were four reports received on thie subject. They were: 


lL. Gostesvills, Pa., older boys, age 16 - 18, 

2. Unnamed Pp. 

3. Live Oak, Pla., student group Lyahered) Florida Memorial 
College. 

4. Des Moines, Ia., group of boys. 


I Where do young men come into contact with government? 


Voting, paying taxes, holding office, office seeking, 
 wmilitery service, auto laws, feneral lave, schools, 

post office, money, civil sarvise, public highways, 

"ven come into sontact with the government about the 
age. of 21." (Live: Oak Gpoup )} 


II What is the attitude of young men toward: the government. and toward 
law? 


"There Are two groups of young men who break laws t 


fhose who willfully win them. goa Sige 
Those who break them in fact but not in Bs rl 


“Yost young men respect and obey laws. 


"fheir attitude towards law is usually determined by their 
experience with lew.” (Unnamed group Lot 


“Hany of us think God ordsined white supremacy, and do not 
rive the other dark races of the earth any credit for any 
kind of an achievement ." (Live Oak group). 


"Do you think that the government is operated in the interests 
of all classes Alike end with equal justice?" "Tt is not, the 
idea ye O.K. but is not being carried out." (Coatesville 
POUP } » 


III What is the attitude of young men eee ihe 


ie believe that war settles international disputes, because 
mon fear death, war cnuses death, therefore it helps to 
settle dieputes.” (Live Oak group). 


"what fea the attitude of young men towerd war?” "Against 

war." "be you know of young men who regard war as un-Christian, 

and yet feel that their patriotic duty requires military 

trair in time of peace and combatant service in time of 

war?" es, many sign up in the 0.M.%.¢. for the training 

thus weabtved: a vacation, others for the commisgi on. It is 

a spirit of preparedness for an emergency." “Is ‘My country 
right or wrong my country’ a Christian principle?” “It is 
not a Christian principle." bnagieadel bia group). 


«» 2 - 


"Young men question whether anything is decided by war, 
propaganda teaches untruthfulness, war does not settle 
disputes, if against religion to fight then remain 

passive end do personal work with soldiers.” nen Woines). 


IV. What young men think about politics. | 
"How would you describe the politicians of your comunity? 


'orooked 

‘Straight | 

‘Neutral 

‘Yen intergeted in doing their service for their 


community '" (c ranheiced AA 1 
"Slectiona 


!fhe best way is to piok the man for tha office even 
though not member of cwn party at the present time ond — 

for the future to reform me ecuc ation, church, 
eto.'" (Unnamed group). 


"How can you help te better governnent ag you know it exists 
in your commnity or nation? 


‘Discuss matters of ivi ynuant When young, 80 “vot 
will be prepared to vote intelligently when you 
become of age.! 


tIinfluensce the men who make kha laws.' 


‘influence parents, thru discussions at home, to vote 
for the men who will do right.'" (Coatesville). 


V Church and State - The report of the unnamed group is here given 
in full. The attitude expreased ‘regard ing education and the state 
ts interesting. 


"At whet points are Church and State iotsitty concerned in 
eontacts with young mon? 3 


‘Education! 
Warrvia ze * 
Morale! 


"what does the Church accomplish for young men eth the heip 
of: % State?:. . 


‘General spiritual ministry ~ the Sts. te protecta the 
property of the Church! 
‘education = Educational institutions af the Chureh 
are exenpt from taxes,! 

“Sow should the chureh effect reforms in the Statet. 


"By making them political questions?! epg 8 ieee 


~ & « 


By conferences of loaders of Chureh and Atate?' ena 
times wis 


"should the relation between Church and State be closer or 
less eclese? 


'whe present relation is core’? satisfactory. But 


the relation might well be somewhat closer, especially | 
in education.'" 


VI Summary - The meagerness of the work done on this subject is 
disappointing. It probably indicates that this is not an area 
of difficulty with the average older boy, or youns man. That 
may be the chief value of this summary of the revorte. Cer- 
tainly the material conteined in them is not of very mich value. 
A wider use, sai gt am og mae, mAs, a ALEaTRESS » 


WE 


w 


GUTLINE NO. 


19 


YOUNG MEN AND RACE FEELING 


(For use with boys 15-17 and young men 18-25) 
(60 minutes’ discussion) 


Note: This outlIne deals with a single problem and therefere does not have the usual ‘“Intro- 


ductory Discussion.” 


Thinking into the Situation. 


What different races do you come into contact with in 
a. School. 

b. Your work. 

c. Street or apartment houses. 

d. Church. 

e. Sunday school. 

f. Young Men’s Christian Association. 

g. Playgrounds and parks. 

h. Theatres and movies. 

i. Street cars, buses, railroad trains. 


j. Restaurants and hotels. 

Note: The leader might provide on the blackboard space 
for listing in vertical columns the races suggested and in 
horizontal columns the places, a to j. The group could 


then by check mark indicate in tabular form just where the » 


different races come in contact. This would reveal at once 
any particular places or organizations in which the races 
do not mingle. 


Locating the Problem. 


In which of the above places do the races mingle 
successfully? Why? 


In which do they mingle with friction? 


Why? . 
Why? 


In II, 3 and 4, name instances where injustice, race 
discrimination, or excessive demands of one race upon 
another seem to have been the cause either of friction 
or separation. 

a. In what wavs may attempts at adjustment be 
themselves the cause of additional friction? 


In which is there separation of the races? 


Bal 
6. 


“I 


w)- 


hook “Who Is My Neighbor?”, by Bruno Laskar, pp. —— 


Note: As far as possible, the experience of the group ought 
to be given here. Actual cases may also be found in the 


Help on the Problem. 


What efforts do you know of that are being made to 
diminish race friction: 

a. In organizations vou are connected with? 

b. In your community? 

How do these efforts appeal to vou as to their prac- 
tical helpfulness? 

What are local organizations doing about the adjust- 
ment of race relations as compared with what you 
have heard or read about as happening in the church, 
Y M CA, etc., in other places? 

Note: At this point provision should be made for report- 
ing actual efforts to dimnish race friction, to bring about 
friendly associations, and to promote real understanding. 


What can be said about the following factors in race 
relations as vou know them: 

a. Sense of superiority? 

b. Ignorance of other races? 

ec. Economic rivalry? 

d. Emotional attitudes? 

e. Social status? 

f. Intermarriage? 


10. What is there in the life and teaching of Jesus that 


will help us in the problem of racial relations ? 


TVS Next steps: 
aes 


In finding the Christian way of life in the matter of 
race relations, what practical steps can we as indi- 
viduals and members of the group now take? 


, YOUNG NEN AND RACK FEELING 
I Where do young men ef the different races come into contact with 
each other? ; : oe 


1. - Seventeen members of the U. S. Navy and Marine Corps (age 25) 
at San Diego, Calif., made a very interesting compilation of 
the places where the contacts occur. The table is given 
below: | | om ale | - : 


"Some Races we come in contact with in everyday life, and 
where we meet them, (Symbols of places shown by letters; 
key in paragraph 2) _ | Bi 


- Negroes Bekok Pilipinos (b,¢) 
Japs sage, Hawaiians . (b,a,0) 
Indians *05@) English (b,c,d,¢) 
Mexicans b,c,d,e) Irish 3 tartare 
Russians (bse) Pca ke (b,c,d,¢e 
Swedes be)  ‘Roumanians (b,c,a) 
Chinese by istene t CRA (b,¢,4,¢) 
Germans b,c, 4,0) Danes tar abe | 
French bacae) Spaniards (bec.d.e 
Italians b,c,e) Bohemians bd 
Jews (b,¢,4,e) Greeks . Dye,a,1). 
(a} Sehool xX (bd) At work  (¢) Around your home xX 
(4). At Gimrch ——s- fe) ¥.M.C.A.t(<“‘<‘é(E*?Y: CAL etic ‘competition 


(2) At movie houses (h) Public Convey- (1) Restaurants and 
and theatres ances X | Hotels X 


X indicates where races mingle with most friction." 


This table shows that in the experience of this group the most 
frequent contacts are in work, around home, at church, and in 
the Y¥.M.C.A« The points of greatest friction are school, 
around home, public conveyances, and in restaurants and hotels. 
(Note. For some reason school is not shown as a place of con- 
tact, except with Greeks. ‘This is evidently an oversight since 

4b is shown as a point of great friction. See the table below 
for school as a place of contact.) | 


| Nineteen Negro High School boys (age 17-20) at Wichita, Kansas, 
made cuba similar analysis which is also here given. 


come in Contact 





School 


. Work - Church Theatres 
White x oe Soca x 
Mexican x * ne x 
Chinamen x *¢ x 
Indian — x * x 
Negro — x a x 


white 
Mexican x 
Chinamen ae 

Indian ee x x x 
Negro x 





Mix With Friction 
White x oe . 
Mexican x 
. Chinamen x 

x 





haa A ar x 


Indien a ! | Sige ON, a, 
Lab nc dele WE oO ee ee cod ORO oex aah x x 


 f- Absolute separation, — 


Aeeording to this chart the most Praquent ties of contact are the 
schoo], theatres, playgrounds ond the church. fhe races that seem to 
be most in conflict are the Negroes and the Whites. The Indian mimes 
successfully apparently in ell places, while the Negro mixes success- 
Begg | only in school. ‘The conflict of the Chinese is only in work. 

wnites while mixing suecessfully at most places, yet they or some 
of them are in conflict at a mamber of points. The “Negre is in con- 
flict. at all places, and mixes successfully only in school. 


Seven young men at South Bend, Ind., (age Bl, all working but two) 
found themselves in contact with Negroes and Buropean immigrants in 
their work, playgrounds, street cars, and buses. Friction with Negroes 
at places of work was reported. Whether barred or not, Europeans are 
not found st apartment houses, church, Sunday School, with Whites, 
They have their own. The public natatorium is forbidden to Negroes. 


A group of High School boys (Hi-Y¥ Club, age 17) in the sane. city came 
into contact with black, yellow, and Europeans at school, in street, 

in playgrounds, street cars}; but not in church, Sunday School, Yalis« Gabe > 
restaurants, and hotels. The other PACES had. their own organizations. 


A group d 13 poys at Bay Ridge Brooklyn, Me Ve (mostly from Ha 
School, age 16, from good American homes, a Sunday 5 chool oe came 
into contact with Jewish boys at prey signee —— laborers on 
‘strects and at work. 


Yhese reports coming from widely separated pers of the country 
reflect to a eonsiderable extent the race situation peculiar to each 
locality. Together, however, they point out the school, and public 
places such as street cars, etc., as the most frequent places of con- 
tact. It is rather disappointing that the church is not a more — 
common place for interracial association. The places of friction . 
are chiefly at points of social intercourse end in the field. of Labor. 


he boy in the Bay Ridge group made this rather significant siveieey ten: 
_ “We hear so much bad about the Negroes: but the two Pucigh fellows in 


=o 3s 


my class are so mich like the rest of us we don't think of them 
as black ever.” Another boy in the same group: "Cultured Jews 
mix very well in our school: but somehow or other the uncultured 
ones go ageinst the grain." 


The 19 ge aera se Wichita, Kansas (age 17-20) stated 

what to them the real issue is, as follows: "Why do we have to 

bear the brunt”. The leader added the significant remark, "They 
feel, that similarities-.are in the majority, differences in the 


minority, but soelety is governed by differences. 


[I What may be done to better the situation? — 


. The suggestions in this connection vary with the locality, the 
social group, etc. | | 

Seven young men from South Bend “Ind. (age 21, all working, but 
two who are in Sollege) expressed thé following idéas: ee 


"the superiority complex of the white race must be broken down 
through study and acquiring of knowledge of the other races. ‘The 
race problem must be considered apart from emotional attitudes,” 

"The feayp of ‘social equality’ and ‘intermarriage’ must be broken up 
through study, discussion and contact with those of whom fear is felt 
op grat gi pubanegier red preg a re eye arte the place of fear." A 
-Y Club : @ Same cit age }) spoke in the words we ax ° 
Paitin Youu! Waeat ot wrethetneok, we have be live it, an welt ca 
accept it in theory. We cannot be brotherly unless we know people 
to lmow them we must have contacts of some kind with them in our Hi-¥ 
Glub, Clder Boys! Conferences, etc.," "We must play fair with other 
races and use the goigen rule and not hurt their feelings or exploit 
them." The leaderts remark is also interesting, "The group were be- 
ginning to get an idea of a decency prejudice, rather than a color 
prejudice. That if a boy measures up to a Christian standard of 
Oe oY intelligence, it does not make any difference what his 
GOLOPr iB. e 


"Sere is what the Bay Ridge, Brooklyn, N.Y¥., group (15 boys, 
16 years old) say: "Pick out a Jew friend and know him intimately 
and race prejudice will begin to be conquered", “Study the culture 
of these races”, "Don't read only Hearst's papers", "Have basket ball 
games with Colored teams", "Analyze our race prejudices and discuss 
them with one another", "Invite Jewish boys to our club and Colored 
boys to our homes", "Attend Jewish synagogue service.” The group of 
Golored Hi-Y boys at Wichita, Kansas (age 17-20) ment ioned the follow- 
ing books as helpful "Clash of Color", "Christianity end the Race 
Problem", "The Basis of Racial Adjustment", "Races, Nations, and 
Classes", and "The Journal of Social Forces". They made the follow- 
ing practical suggestions: “Enlightened information of one race to 
the other", "Interracial Forums", “Making available to the White race 
the better and higher contacts with the Negro", "To be active promo-| 
ters of good will in High School.” ; | 


The San Diego, Calif., group (17 Navy and Marine men, age 


TIT 


bring at 


cae 


25) suggested: "Education", "americanization" oo nm 


‘patience and sympathy", "cooperative leadership”, "Being . 


clean cut on such questions as paypertint-g of ‘ed gen and 
Blacks, etc., and social status”, "Endeavor to eliminate — 

an attitude of race superiority", "Neet On a common ground 

in all things possible”, "Think and read more on the sub- 
ject", "Be not a agnress ive in trouble making". The leader's 
comment is valuable ly hinge at the basis of race feeling:- 
"the nationalities seemed to drop out in the discussion en- 
tively. The color question controlled the think of the group. 
Every indication of splendid comradeship between different 
nationalities within white race, steal ce people considered — 
pera giah desirable for ee eae contacts than African 
Negro" 


age 25) fo several guess 
given below: 





Cie eden 


"Do you think there should be any race discrimination, 
judging from all angles? Yes, 73 No, 6; neutral, 3. 


ae sastlesaond orate. usaliene otha Me dacred 





OT 


ably right? 


nae wan Gikeh through the ¥. MoC Ae 4 
2. Theosophical Society : oo | 
S. American Red Cross 2 
4. Home and Foreign Missionaries ‘2 
5. Salvation Army ae 

6, Christian Endeavor ’ nf 

RS, a blu Klan 3 


 Myhe believes <n intermarriage ab races of color? 
(black and yellow) None. 


some nieae csdses Ean om mgletions with God t and. 


something in comon in the matter of worship and whe chiflate 
life? 





yes, 10. as Neutral, 3 " 
Summary:~ These reports taken together reveal attitudes and 


reactions characteristic of the people of the land, vary 


according to certain local factors. Their suggestions as to 
how to go about it to better the situation are practical and 
full of promise. 2 


“MV. - Difficulties on the matter of race attitudes. 


Two pees from the pare of Colored students in the 
Florida Memorial College at Live Oak, Florida were sent in. 


They are given here in the words of the young mene 


They state 


in simple terms some of the feelings of the Colored race as to 
their ALES culyies with the attitudes pt men on. FaCes, 


"Races mingle better in. peheol then elsewhere 
pecause they learn in school to sympathize with one 
another more than ehywhere else or any other way. 


oe MON@ relation in the sénse of superiority is 
due to the ability of the race, and not to the 


particular Classe 


"Young men do not have bitter race feelings as 
they seem to have, they only act mean in order that 
their race feelings may be kept on. its edge, which 


is a follow-up of traditions. 


"These various classes of people work with me 
each summer but a vast difference is made as to pay- 
That is, all darker races are not paid as those of 


the white races of the earth. 


"Me proportions are not equal by any MeAanSs 
This I am afraid is on account of the failing to be 


worked by their own employment race LARARE « 


"Mose who do the hardest and the mos 


t dirty 


jobs in practically al11 our cities are those people 


of the darker Yaces 


"mere is not enough stress put upon 
leaders" employment." 


"race 





OUTLINE NO. 20 


RACE RELATIONS IN INDUSTRY 
(For use with boys 15-17 and young men 18-25) 


INTRODUCTORY DISCUSSION (35 minutes’ dis- 


cussion). 


What races or nationalities are represented by the 
workers in your shop or office? 


What races or nationalities do you know to be de- 
barred: 

a. From your shop or office? 

b. From the occupation or process in which you are 
engaged ? 

Are the wages and hours of work the same for all 


workers of the same grade, irrespective of their race 


or nationality? 

Are the working conditions the same—tools, pleasant- 
ness or unpleasantness of space allowed, recreation 
facilities, respectfulness of general treatment? 

If there are any differences in these regards, are 
these purely personal or are they along lines of race 
or nationality? 

Are the chances of promotion the same for workers 
of different races or nationalities? 

a. Promotion to higher pay? 

b. Promotion to better jobs? 

From an jntroductory discussion along these lines, any 
existing inequalities in the work opportunities enjoyed by 
the members of different races or nationalities will be 
apparent. (If not, further discussion of this particular 
topic is unsuitable for the group, and another one should be 
chosen. Be sure that existing differences are not simply 
denied because representatives of groups discriminated 
against may not be present.) Before proceeding to one or 
other of the suggested further discussions, be sure that the 
differences in treatment are spoken of in an open frame of 
mind as “‘discriminations” which may be due to a number 
of causes, and are not necessarily the results of “prejudice.” 


SOME SUGGESTED OUTLINES FOR FURTHER 


DISCUSSION. 


Problem A—Why Are Some Groups Debarred from 


II. 


Some Employments? (40 minutes’ dis- 
cussion). 


Thinking into the Situation. 


What are the reasons given for not employing mem- 
bers of certain races or nationalities when they apply? 
Are these the real reasons, or are there behind them 
other motives or interests that are not mentioned and 
may be unconscious ? 

Does your own attitude and that of your fellow work- 
ers to certain races or nationalities have something 
to do with their exclusion from employment by the 
employer? 


Locating the Problem. 


Do members of nationally or racially different groups 
fail to get on together as fellow workers? If so, 
what lies back of their mutual hostility? 

Do the members of one racial or national group try 
to keep out those of another from a specific occupa- 
tion because they feel they have an inherent right 
to it? If so, is it a right of Superior native ability or 
of having been first in doing that kind of work, or 
are there other reasons? 


ITE 


6. 


IV. 


10. 


Help on the Problem. 


What are the actual, tangible gains for the workers 
from the exclusion of members of other racial or na- 
tional groups from their job? 

What are the possible gains from giving up (and 
insisting on the employer’s giving up) all such dis- 
criminations? 

Can the building up of one’s career upon race or 
group privilege be harmonized with the Christian 
way of life? 

In what does a policy of preference for a certain 
group or certain groups in employment differ from a 
policy of complete exclusion of certain other groups? 


Next Steps. 
How can an individual worker in a shop or an office 
use his influence to have abolished such bars against 
the employment of racial or national groups other 
than his own as he considers unjustified by practical 
considerations and contrary to Christian principles? 


Problem B—Who Does the Dirty Jobs in Your 


bo 


Il. 


Or 
. 


Community? (50 minutes’ discussion). 


Thinking into the Situation. 


Is there any noticeable biological difference between 
the groups in vour community that normally engage 
in different occupations—for example, engineering, 
banking hawkiny vegetables. navving, work in the 
fields, skilled industrial work, unskilled industrial 
work, dock laboring, domestic service? 

Note: Make sure that the discussion brings out the his- 
torical causes which underly class distinctions and may have 
their origin in the conquest of one race or nationality by 
another, even though through intermarriage racial cleavage 
may seem to have disappeared (as between peasant and 


landlord, military and professional classes and laborers, 
artisans and peddlers, etc.) 


Are there any marked cultural differences between 
the groups from which different occupations draw 
their labor supplies? 

What physical, mental, or moral qualities distinguish 
the groups that make up the well-paid professions, 
businesses, or trades from those that make up the 


least well-paid occupations ? 

Note: Make sure that the discussion brings out the differ- 
ence between privileged positicns enjoyed by groups 
because of real superiority in one respect or another and 
privileged positions enjoyed through force, i. ¢., possession 
of special economic or political advantages that may be 
used for the exploitation of other groups. 


Locating the Problem. 


What would be your feelings if you belonged to a 
group in the community which because of its racial 
origin or its distinct national or cultural traditions 
were kept from opportunities of entering the best- 
paid and most desirable tvpes of work done in the 
community ° 

What is the effect on the privileged groups of the 
knowledge that other groups in the community may 
not share their opportunities? 


III. 
es 


What is the effect of privilege and discrimination in 
the vocational life of the community, as between 
members of different racial or national (cultural) 
groups, upon their mutual social relations? 


Help on the Problem. 


Does the accepted and established social order in 
your community depend upon the fact that different 
racial or national (cultural) groups know and keep 
their assigned place?. 

Can a social order built up on the exclusion of per- 
sons from certain occupations or professions because 
of their race or national and cultural background ever 
be a Christian social order? 

In what does a deliberate policy of discrimination 
against certain groups in the vocational life of the 
community differ from a natural finding of their re- 
spective level by the different groups and individuals 
that compose the community according to their 
natural abilities? 


‘LV = 


10. 


il. 


Next Steps. 


Supposing you belong to a privileged group in the 
community, so far as your racial or cultural back- 
ground is concerned, how can you as an individual 
help members of the gropus discriminated against to 
share your opportunities? 

Is it possible for an individual (and if so; how) to 
work for a greater fellowship between the members 
of different racial or national (cultural) groups in 
the community even though he may not be able to 
break the barriers between them in their vocational 
lifes 

Would you, if you were a member of a group dis- 


- criminated against because of race or nationality, 


consider it your Christian duty to accept the position 
in life allotted to you under the existing social order; 
or would you consider it your duty to rebel against 
an order, thus placing a handicap against the fullest 
development of your group? 











WORLD'S CONFERENCE 


Young Men’s Christian Association 


Helsingfors, Finland, August 1-6, 1926. 
Preparatory Inquiry and Study in the United States 





IMPORTANT 


Fill in a report for each problem discussed as soon 


R EK P QO R 4p : as discussion is finished and mail to 


R. L. EWING, 
347 Madison Ave., 
New York City. 


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INSTRUCTIONS FOR REPORTING. The discussions consist of two kinds, “introductory” discussions and “‘prob- 
Jem” discussions. The latter are usually divided into four parts indicated by Roman numerals. The report should 
follow these divisions as indicated below. Even where the outlines may not exactly follow these divisions the results 
can be summarized in accordance with the form given. 


The leader will do well to appoint a member of the group who will take notes and then work with him in summariz- 
ing the discussion and making out the report. The report should be a summary of what the group say and should not 
contain the leader’s opinion, which should be given separately. It will be well to take down what the group members 
say on a blackboard or some such device. This record should be copied and sent in along with the report. 


The “Introductory Discussion” form below is to be used in reporting the “Introductory Discussion” that intro- 
duces the inquiry in most of the discussion outlines. 


The “Problem Discussion” form is to be used to report the discussion of one of the problems provided for by 
“Some Suggested Outlines for Further Discussion.” Where more than one problem is discussed each such discussion 
should be reported on a separate sheet. In doing so please repeat the information called for at the head of the report 

and under “Introductory Discussion.”’ 


INTRODUCTORY DISCUSSION. State the results of this discussion in terms of the problems about which the 
group are confused or have difhiculty. Use their language where possible. 


PROBLEM DISCUSSION. 


I. “Thinking into the Situation”—To what extent did the discussion reveal a real interest in the problem? From 
what sources did the interest seem to arise? 





II. “Locating the Problem’—State carefully and in terms of the language of the group what are the real issues 
for them, in other words, where are they having difficulty or where are they confused? 


Ill. “Help on the Problem”—What help on the issues of the problem was developed. in the discussion? 


IV. “Neat Steps’—As a result of the discussion, what immediate steps toward meeting the difficulties seemed 
feasible ? 


LEADER’S OPINION AND COMMENT. 


(The leader is asked to write any comments or opinions he may have on each of the above.) 
































